ABSTRACT
Throughout the COVID-19 pandemic digital shift, assessment and grading practices became a focus of instruction. Disproportionalities between school districts became apparent in terms of instructional delivery, access to technology, and even access to stable internet connections. One way to address these disproportionalities is to review current and traditional grading practices. Traditional grading practices include subjective categories such as participation and attendance, which can confuse students and parents around intended learning outcomes. Besides, grades that reflect these categories do not accurately measure student learning and skills mastery. Therefore, creating equitable grading practices and policies and infusing them into classroom instruction will shift traditional points-based policies to grading that reflects learning outcomes. Providing students with opportunities to understand their own learning and make adjustments in short incremental stages is crucial. This chapter details strategies for equitable grading practices that can be used in digital, in-person, or hybrid educational settings.
