A Path to Equitable Grading

• In Event: Mindfulness, Empathy, and Justice: Forging New Paths in Teacher Research

Abstract

The purpose of this qualitative study is to examine the impact of Joe Feldman’s Grading for Equity Institute on increasing awareness of purposeful grades for more equitable outcomes. Through interviews of Grading for Equity Institute participants, findings revealed several themes: 1) Prejudgments of students may impact grades when there is no clear criteria for grading. 2)Teachers suffer from “initiative fatigue,” but their practices are aligned when they have time to collaborate. 3) Discourse and teacher discussion about grades leads to more equitable outcomes for students. Implications can inform school board policies and grading practices.

Author

• Kesha L. Emmendorfer, San Francisco State University
  Presenting Author