As prominent as grading is for anyone who teaches, the conventional practices we employ for this purpose like calculating average scores, using a 100-point scale, and providing extra credit opportunities are often taken for granted as effective strategies to accurately evaluate student learning. In this Learning by Design (LBD) Studio, we share insight from the book Grading for Equity to question whether some of the most common grading tactics may embed implicit bias and inequitable systems in our course assessment processes.

All LBD Studios are available on-demand at our website or through the FDC Commons Moodle site.