Equitable and Culturally Responsive Assessment and Grading Practices in Higher Education

• In Event: Students and Assessment

Abstract

Using Feldman’s (2018) Grading for Equity Framework, we examine the extent to which faculty in one Midwestern University believe their grading practices to be fair for all students and are using equitable grading practices. Using a pre-professional development and a post-professional development survey, we find faculty are aware that some of their grading practices may be unfair for some students. These practices include using a 0-100 grading scale, late work penalties and class participation points as part of the final grade. While faculty recognize this unfairness, they are also interested to learn more about how to implement equitable grading practices. We find that the faculty are interested and motivated to implement more equitable grading practices.

Authors

• Elizabeth Covay Minor, National Louis University

• Jennifer L. Engelland-Schultz, National Louis University

• Joseph D. Levy, Excelsior University