Entanglement with the Hidden Curriculum of Grading

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: Division B - Section 3: Theories, Methodologies, and Philosophies of Curriculum Studies Virtual Poster Session

Abstract

This paper encourages a move away from traditional grading policies that perpetuate a harmful hidden curriculum and toward more equitable approaches. While non-traditional grading practices hold promise, implementing them can be difficult—especially within systems shaped by neoliberal values. Rather than focusing solely on the benefits, we center the challenges educators face when using non-traditional grading. Our aim is twofold: to support instructors navigating these complexities and to expose how grading practices affect both teacher and student experiences. By highlighting the hidden curriculum embedded in conventional grading, we hope to encourage critical reflection and movement toward dismantling inequitable systems, recognizing that even committed educators face structural barriers when attempting change.

Authors

• Kirsten Robbins, SUNY - College at Oneonta

• Ann Fradkin-Hayslip, SUNY - College at Oneonta