81: Equity in Grading: Moving Forward

This is Part 2 in a series on grading and equity.  Throughout this series, I will explore ways we can improve grading practices to increase student achievement and well-being. 

Thank you for joining me for this series! This is the 2nd post in a 4-Part series tackling one of the most emotionally-charged topics in education, grading.  As we enter into a learning space together, I am going to ask that we keep the following presuppositions in mind:

• We can learn from others even when we disagree with them.

• The best interest of our students is at the center of our decision-making. 

• It is possible to agree with something in principle but struggle with what it looks like in practice.

• Change is not always a bad word. However, meaningful change must be grounded in research not common sense or intuition. 

With that in mind, let's talk about the effect of bias on the accuracy of grades and explore ways in which we can make our grading more equitable. 

Power & Privilege

If we are going to talk about equity we have to talk about power. ALL teachers are in positions of power and with that power comes a great responsibility. A teacher's words can have a lasting impact on a child's self-concept, mindset and self-efficacy. Teachers have the power to dictate what is learned, the way in which it is learned, and how it will be measured. They even control when a child can meet their physiological needs like going to the bathroom!

As teachers, we have the power to make a child's situation much better or much, much worse. Here's the deal: It's not about YOU, it's about them. It is easy for us to view our classroom through the lens of our experiences when in fact we need to be imagining what it looks like from their perspective. Many of our students are coming to us from traditionally underserved backgrounds. Their lens has been shaped by a legacy of prejudice, discrimination, racism and a school system that did not serve them well. Peggy MacIntosh wrote a brilliant article titled "Unpacking the Invisible Knapsack" in which she unpacks how power and privilege can be seen in the lived experiences of our students. Our students carry experiences like this with them everywhere they go, including school. We must understand that their perceptions are colored by their individual experiences, just as our own perceptions are colored by our own experiences. They directly affect how we PERCEIVE & INTERPRET our interactions with others. 

Traditional grading practices generate uncertainty for students. In Grading for Equity (2019), Joe Feldman provides the following example, 

"Imagine getting a new job and being told that you will be evaluated on every task and expectation, by different supervisors with different approaches, and the evaluation scores will be combined in a complex formula unique to each supervisor (Feldmen, 2019, p.60). 

This is a daunting task! It's no surprise that students can feel like their grades are arbitrary or outside of their control. The uncertainty and the stress that comes with traditional grading can be even more pronounced in students from historically underserved communities. When each teacher is using a different set of criteria OR said criteria is subjective in nature (like "effort") it can increase students' fear of failure and being treated unfairly.

Moving Forward

In her article "How Accurate Are Your Grades?", Jennifer Gonzalez poses six questions for educators to use when reflecting on their grading practices 

1. What is being measured? The grade on the assignment should relate directly to the learning objectives. An assignment might be "fun" but that doesn't mean it is meaningful. I highly suggest reading "Is Your Lesson a Grecian Urn?" if you haven't read it before. 

2. Are you teaching what is being measured? This is especially relevant in regards to the assessment of "soft skills." If I am asking a student to give a speech or work in a group, I need to allow them to practice these skills in class. For example, in AP Psychology I often ask students to write practice free-response questions (FRQ). This helps to prepare them for the short answer question on their AP exam. However, before we ever write one in class I explain the method I expect them to use. In addition, the students' practice is scaffolded. They work in small groups, with a partner, and on practice questions before a FRQ is given as part of a summative assessment.

3. What will quality work look like? If possible, provide a sample of what you expect to see. When I teach my students how to write an FRQ we look at samples (provided by the College Board) and the students practice grading them using a rubric. They then generate ideas as to what constitutes a "good" answer versus a "bad" answer.

4. How much of the grade depends on outside resources? This question really gets to the equity issue in grading. For example, my son came home yesterday with an assignment that needed to be completed in Spanish on his Chromebook by 6:00. He is lucky enough to have internet access at home and a teacher-mom who was there to help him. We must recognize that our students have different resources available to them. Many of my students HAVE to work. If I were to assign something in class that was due at 6 pm they would not be able to complete it on time. Imagine if I took off points because it was late. That doesn't seem very fair!

5. Can All Students Do Well on the Task? This question relates directly to the UDL framework. Not familiar with this framework? Check out these posts: #78 Universal Design for Learning & #79 UDL & Blended Learning. One way to make education more accessible is to allow students to demonstrate their understanding in different ways. For example, if I was being assessed based on the quality of a painting that I created (outside of an art class, of course), I would probably fail. But, if I could create a google presentation demonstrating my knowledge I would probably do quite well.

6. Could this assignment be called "practice" instead? Learning is a process and mistakes are a part of the learning cycle. I offer low-stake formative assessments throughout each unit. I provide feedback based on their growth using strategies like side-by-side grading and conferencing. Grades should be reflective of students' end product, not the mistakes they made getting there. My formative assessments are worth 20% of the students overall grade. I have found this is enough to motivate them without reducing the importance of summative assessments. It is important to differentiate between the purpose of formative and summative assessments for our learning communities.

A Few Takeaways

• Do open up discussion with your colleagues about grading. Identify factors other than student achievement that could impact a student's grade. 

• Don't feel like you have to necessarily make radical changes. Reflect on your priorities and make small adjustments. 

A teacher's power extends beyond the immediate moment; they can influence the opportunities that a student is offered in the future. Grades determine which classes a student can register for, what college they can attend, and even what scholarships they will qualify for in the future. We need to make sure that our grades are accurate, bias-resistant, and foster intrinsic motivation. If this is a topic that interests you I encourage you to dig into it more deeply. I highly recommend the book Equity and Grading by Alan Feldman (2019). 

Be Well,

Cori

I am trying to reach more educators and build my readership! Please consider subscribing to my blog. I post two posts per month. That's it! If you received this in your inbox, I have a new website! Check out https://ablendedlearningjourney.com/ for additional resources. I am excited to now be able to offer "A Blended Learning Journey" merch! Over 50% of all proceeds will go to local charities in the Chicagoland area.

Other Posts in this Series:

80: Equity in Grading: The Purpose in Grading

Resources:

Adams, K. (2022, April 22). To close the educational equity gap, teachers have to understand their position of power - Edsurge News. EdSurge. Retrieved August 31, 2022, from https://www.edsurge.com/news/2022-03-21-to-close-the-educational-equity-gap-teachers-have-to-understand-their-position-of-power

Alex, P. (2022, June 27). Time to pull the plug on traditional grading? Education Next. Retrieved August 31, 2022, from https://www.educationnext.org/time-to-pull-plug-on-traditional-grading-supporters-say-mastery-based-grading-could-promote-equity/

Anderson, J. (2019, December 11). Harvard Edcast: Grading for equity. Harvard Graduate School of Education. Retrieved August 31, 2022, from https://www.gse.harvard.edu/news/19/12/harvard-edcast-grading-equity

Donald, B. (2012, May 10). Stanford Psychologist: Achievement goals can be shaped by environment. Stanford University. Retrieved August 31, 2022, from https://news.stanford.edu/news/2012/may/shape-achievement-goals-051012.html

Faraj, K. (2021, April 23). How to set up mastery-based grading in your classroom. Cult of Pedagogy. Retrieved August 31, 2022, from https://www.cultofpedagogy.com/mastery-based-grading/

Feldman, J. (2019). Grading for equity: What it is, why it matters, and how it can transform schools and classrooms. Corwin, a SAGE Company.

Gonzalez, J. (2020, October 5). How accurate are your grades? Cult of Pedagogy. Retrieved August 31, 2022, from https://www.cultofpedagogy.com/accurate-grades/

Hough, L. (2019). Grade expectations. Harvard Graduate School of Education. Retrieved August 31, 2022, from https://www.gse.harvard.edu/news/ed/19/05/grade-expectations

Professional Resources: Grading and Equity Resources. LibGuides. (n.d.). Retrieved August 31, 2022, from https://libguides.centralcatholichigh.org/professional/grading