The A Beyond the A

Grading for Equity by Joe Feldman
Corwin, September 1, 2018

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Joe Feldman's Grading for Equity provides a technical guide and theoretical exploration of grading practices – based on research and successful implementation in schools – that improve learning in all students. Feldman begins with an overview of traditional grading practices originating in the first half of the twentieth century, all predicated on the goals of assimilation and productive employment. This system punishes mistakes, focuses on letter grades, and promotes the "fixed mindset" framework - ultimately disincentivizing learning, promoting students with privileges, and disproportionately punishing the historically underserved. Alternately, Feldman proposes a vision of equitable grading supported by three aspirational pillars: that grades be accurate, bias-resistant, and motivational. Accurate grading is easy to understand and mathematically sound. Bias-resistant grading is based on valid evidence of a student’s content knowledge and cannot be influenced by a teacher’s implicit bias or a student’s environment. Motivational grading is transparent, allows for retakes and redos, and supports a "growth mindset" through a community of feedback. Finally, Feldman rejects grading on "soft skills," subject to inequities and bias, in favor of self-regulation through goal-setting, reflection, and feedback. As educators grapple with achievement gaps in the classroom, Grading for Equity offers thoughtful solutions to close that gap, promote learning, and empower both students and teachers.