Grading for Equitable Learning

Powerful possibilities open up when considering how we might embrace Teaching More by Grading Less (or Differently) (Schinske & Tanner, 2014). The resources below aim to:

  • explore current scholarship on how Improved Grading Makes Classrooms More Equitable (Feldman, 2020) and manageable for both our students and ourselves, and 
  • offer practical grading strategies that reduce anxiety, increase transparency, encourage consistently meaningful learning, and therefore foster educational justice.

Specifications Grading


Antiracist and Labor-Based Writing Assessment

Growth Mindset