Grading and Equity: Why It Matters

"Do no harm." These were the words of Commissioner Makin in the spring of 2020 when schools shuttered, pivoting to a method of teaching and learning that most had not experienced before, and none had expected to be the sustained as long as it was. A big question was how to assess student learning and assign grades when traditional teaching was suspended. While grading systems are a matter of local control, many embraced Commissioner Makin's instructions to do no harm as a call to action that transcends the state of emergency associated with the pandemic.

Engaging in grading practices that promote learning that is fair, accurate, free from bias, and motivating requires a close look at the history of our current grading system. We must understand why we grade as we do before we can redesign our systems. Assessment that prioritizes feedback to feed forward encourages risk taking and student agency. Explore the history of our current grading practices, rooted in 19th century needs, and consider the accuracy, built-in bias, and deterrents to growth.