![]() ![]() “Inherited grading practices have always hurt underserved students,” said Joe Feldman, a former teacher and author of Grading for Equity: What It Is, Why It Matters, and How It Can Transform Schools and Classrooms. Several models exist, but so-called equitable grading is gaining momentum. Now the consequences of the Covid-19 pandemic-remote learning and more failing students-twinned with renewed concerns over equity have many educators taking another look at grading. Reform efforts made over the past two generations-such as the push for portfolio grading that gained traction in the 1980s-largely foundered, as they were viewed as too cumbersome to scale up to large districts and schools. The process is inconsistent at best, inequitable at worst, critics argue. ![]() Guskey calls a “hodgepodge” of measures-quizzes, tests, homework, conduct, participation, extra credit, and more-rather than gauging actual student learning. Generally, grading attempts to distill students’ performance on what education researcher Thomas R. Today, protocols for handing out grades of A–F on a 100-point scale vary from district to district and classroom to classroom. Letter-based grading became universal in U.S. Grading remains idiosyncratic in most places-largely dependent on rubrics devised by individual teachers and usually rooted in century-old practices, even if they are calibrated using new technologies and software. The practice of grading student work has mostly been an afterthought in teacher training and professional development. ![]()
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