Document Type
Article
Publication Date
Spring 1-19-2022
Abstract
It’s always good to think about why we do something, and how we do it. Traditional grading often treats mistakes as deserving of penalty rather than as a learning process. They also mean that, as teachers, we are constantly judging rather than supporting students. Additionally, traditional uses of single letter grades blend academic and non-academic performance which can make grades meaningless.
This post highlights some great discussions on equity in grading. We start with an overview of this topic in the podcast Grading Justice and provide an article on Zero Grading! We also provide resources for assessment practice including practice exams and group exams as well as a further reading list.
Recommended Citation
McCartin, Lyda, "Rethinking Grading, Moving toward Equity" (2022). CETL Blog. 1.
https://digscholarship.unco.edu/cetl_blog/1
