Improving classroom inclusivity through alternative grading practices

Do you have a crisis of conscience when you think about grading in your classroom? Traditional grading practices are problematic, in part, because they give the illusion of objectivity. Often grades exclude by unfairly penalizing students for the circumstances of their lives. Grading systems can be overly rigid and may not represent students’ true understanding or capacity for growth. In this interactive workshop, we will share insight on implementing a variety of grading practices in our own classrooms and talking about grading with preservice teachers. Practices discussed include specifications based grading, standards based grading, and ungrading. We will provide samples of how we use each of these techniques. You will work in groups to discuss the grading techniques that are most suited to your classroom and the barriers you would face in the transition, with the goal of leaving with a concrete plan for advancing grading in your classroom.