Profiles of Pandemic-Influenced Grading: Case Analysis of Grading Options in an Urban Middle School

• In Event: Culturally Responsive Teaching Practices in Science and STEM

Abstract

This quantitative non-parametric exploratory case analysis of an urban middle school examined grading practices during virtual distance learning associated with the COVID-19 global pandemic. Students at the school were given the opportunity to elect numerical grades in deference to a default pass/fail option. Goodness of Fit x2 analyses were conducted to determine if profiles of students who elected to receive grades proportionally matched the school population. Results indicated that students in high needs groups were underrepresented when electing numeric grades, while non-high needs groups were overrepresented presenting a potential equity gap.

Author

• Frank LaBanca, National Center for Inquiry Learning