Grading For Equity
Grading for Equity is a book that takes on one of the most challenging and emotionally charged conversations in education today...
This book study explores our inconsistent grading practices and how they can inadvertently exacerbate the achievement gap and create inequitable outcomes for our students. The author, Joe Feldman, shares the history of how our current grading practices came to be, what the research says about motivating students to want to achieve and specific grading practices that are equitable and actually take less time for teachers to implement as compared to many of our current practices. This is a must-read for educators wanting to have a fair and equitable way to monitor teaching and learning.
This course satisfies the WA State requirement for equity hours.
Required Reading: Grading for Equity by Joe Feldman
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1) Purchase and read Grading for Equity, by Joe Feldman. You can find this book at amazon.com or your favorite bookstore.
2) Write complete answers to all of the questions on the Book Study Handout. The handout is provided to you after registration is completed.
3) For educators seeking clock hours or professional development hours: In addition to Assignments 1 and 2 above...
Write a paper reflecting on both of the following bullet-points. The paper will be at least 3 pages in length, double spaced, 10-12 pt. font.
- Consider your own grading policies through the lens of the three pillars (found on page 66 of the book). How accurate are they? How bias-resistant? How motivational?
- Which of the equitable practices will you try first (choose two or more)? How will you know whether or not they were successful? As you try these new practices, how will you apply a growth mindset and embrace mistakes to your own learning? Will you let students know about your new grading practices or will you choose to keep that information to yourself? How might students benefit if you explain the “why” behind your efforts to grade more equitably? What will your partnership with students to make your grading more transparent look like?
Effective July 1, 2024:
For educators seeking college credit rather than clock hours, here is the modified requirement: In addition to Assignments 1 and 2 above...
3) Write a paper reflecting on the following 3 bullet-points. The paper will be 5-6 pages in length, double spaced, 10-12 pt. font.
- Consider your own grading policies through the lens of the three pillars (found on page 66 of the book). How accurate are they? How bias-resistant? How motivational?
- Which of the equitable practices will you try first (choose two or more)? How will you know whether or not they were successful? As you try these new practices, how will you apply a growth mindset and embrace mistakes to your own learning? Will you let students know about your new grading practices or will you choose to keep that information to yourself? How might students benefit if you explain the “why” behind your efforts to grade more equitably? What will your partnership with students to make your grading more transparent look like?
- Think about your professional career. How have your supervisors made the evaluation of your work transparent, or opaque? How has that transparency, or opacity, affected your feelings of trust, empowerment, motivation, and how you did your job? How could you have gotten more clarity about your supervisor’s expectations, and how would greater common understanding between the two of you have changed your feelings and your work?
All 3 assignments must be completed within 1 year. Upload completed handout and paper to your Dashboard on the website or email all completed assignments and paperwork to lorie@teacherstudy.org.
SPU NOTE: Please be sure to register prior to completing any coursework. Registering for a course after coursework has been started violates accreditation standards and puts the University at risk; therefore, SPU reserves the right to not award credit if students are found to be in violation of this policy. SPU coursework will be accepted a minimum of 2 weeks beyond registration date.
Grading Criteria for Grading For Equity
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1) All 3 assignments must be completed within 1 year. Upload your documents to your Teacher Study Dashboard or Email all completed assignments and paperwork to lorie@teacherstudy.org .
2) The rubric for the Book Study Handout is broken down into 3 goal areas.
The first goal area pertains to questions #1-15 on the handout. You will simply need to answer these questions and earn a “1”, “2”, “3”, or “4” according to the rubric.
The second goal area pertains to questions #16-32 on the handout. You will simply need to answer these questions and earn a “1”, “2”, “3”, or “4” according to the rubric.
The third goal area pertains to questions #33-68 on the handout. You will simply need to answer these questions and earn a “1”, “2”, “3”, or “4” according to the rubric.
The maximum number of combined points that can be earned is 16 (12 points for the answers to the questions on the handout and 4 points for the reflection paper).
3) The rubric for Grading for Equity Reflection Paper explains how to earn a “1”, “2”, “3” or “4”.
“A” grade = 14-16 points
“B” grade = 13 points
“C” grade = 11-12 points
“D” grade = 10 points
“F” grade = 9 points or less
A “NC” (no credit) grade will be given if all three assignments are not completed within one year.
Pass/No Pass Grading System (for clock hours or continuing education credits)
Pass = 11-16 points
No Pass = Less than 11 points
A “NC” (no credit) grade will be given if all three 3 assignments are not completed within 1 year.
Clock Hours and Continuing Education Unit Options for Washington State Educators:
Washington State Educators have the option of earning 30 Clock Hours for an additional $3 per clock hour fee ($90). Clock hours are offered through the following OSPI approved organizations:
ESD 112 Clock Hours: Once you complete the course, you will be directed to the ESD PdEnroller online system to easily claim your clock hours.
Gonzaga University: Once you complete the course, Gonzaga Center for Lifelong Learning will provide you with instructions on how to pay your $90 clock hour fee and quickly claim your clock hours.
Graduate Credit Options:
Seattle Pacific University: Earn 3 graduate level quarter credits. Additional $180 fee, payable to SPU. You must register with SPU first to earn graduate credit.
All Other PDUs, CEUs, CPEs and other known terms for Clock Hours:
30 Clock Hours for professional development are available for those outside of WA State. Other known terms include, but are not limited to, Professional Development Hours, Professional Development Points, CEU's, CPE's, PDU's or your school district's equivalent language for clock hours earned. A Certificate of Completion will be provided to all students once coursework is reviewed and graded.
Be sure to check with your state's agency regarding professional development and related requirements.
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