Impacts of Communities of Practice Participation on Teacher Grading Practices

• In Event: Research in Progress Roundtable Session 2
  In Invited Roundtable: Teaching and Learning Research: Instructional Design, Professional Development, and Multimodal Student Interaction (Table 12)

Abstract

Shifting from traditional grading to a "Grading for Equity" framework requires a strong support structure for teachers. A Community of Practice fosters collaborative learning, allowing teachers to discuss and refine new methods over time, promoting lasting pedagogical change. This CoP aims to evaluate and support new grading practices, offering my school and district a model for sustained change. This approach, which moves beyond passive professional development, encourages active, teacher-led improvement in grading policies and teaching practices.
Aims to investigate the following questions:
1. How does participation in a Grading for Equity Community of Practice (GECP) influence secondary teachers’ perceptions and understandings about
equitable grading practices?
2. What are the supports and challenges for teachers implementing equitable grading practices?

Author

• Megan McLean, Washington State University