Presenters: Dr. Cathy Andrews, Dr. Heidi VonDohlen, Dr. Chris Barnes
Western Carolina University
Grading for equity requires collaborative work that begins with developing a grading philosophy and identifying the unintended consequences of traditional grading practices. Typically, teachers develop grading practices based on what they themselves experienced as students and on practices that they perceive to be fair. However, a closer examination of these practices reveal that their perceptions are not, in fact, equitable. Inaccurate grades emerge when teachers are given complete autonomy to grade without any oversight. Inequity occurs when grades are used subjectively by misusing homework assignments (high stakes vs. practice), assigning extra credit and using zeroes on the 100-point scale. Additionally, inequity occurs when grades have a basis in student behavior. All these practices lead to a social injustice dilemma that is surprisingly prevalent and often goes unnoticed and/or unaddressed in schools. When grades are inaccurate, they give a skewed picture of what a student knows and is able to do and, in turn, have far reaching consequences. Additionally, without cohesive, consistent grading practices across grade levels and subjects, grades are not an accurate reflection of student learning and further exacerbates tracking and segregation. This session will provide school leaders with research, resources and teaming strategies to launch meaningful conversations with teachers, thereby reducing the unintended and negative consequences associated with traditional grading practices in order to create a more supportive school environment and positively impact student learning.