When and Where Might We Implement Alternative Grading Strategies?

Session Facilitators: Lauri Dietz (Searle Center), Reggie Jackson (Medill), Veronica Berns (WCAS)

Introduction

How do we save time and center learning? If we still have to give letter grades at the end of the quarter, what are the options for making assessments more meaningful and aligned with our course objectives?

In this session, we investigate one of the biggest barriers to equitable assessment: grades. What can instructors do to mitigate the potential problems of grading and better align their assessment practices to the course goals so that all students can thrive? This session explores how grades can demotivate learning and introduces a range of alternative grading frameworks and strategies that can create more equitable outcomes for all students. By highlighting and experimenting with different grading practices, participants will leave with a menu of options they can employ at any scale, within a range of constraints, and in any combination to increase students’ intrinsic motivation to learn and to reduce potential grading bias that can unwittingly perpetuate systemic barriers. Plus, when grading practices are better aligned with the purpose of a course, instructors get the added benefit of spending far less time and stress on grading.

Session recording

Slides and resources

• Slide deck