Equitable Teaching Practices: Resource Guide

A list of alternative assessments from exams and research essays maintained by the University of Minnesota.

Reports research into whether different assignment types (tests, papers, projects, homework, and oral reports) led to greater equity gaps among underrepresented minority students.

Details how the authors adapted AAC&U's VALUE rubrics to design culturally relevant rubrics for a general education program.

Explanatory checklist for creating equitable assessments hosted by the University of Minnesota.

Details a simple matrix for designing and evaluating assessments based on utility and inclusivity.

Foundational essay on designing assessments to close equity gaps. Details 5 criteria for designing and evaluating assessments for equitable outcomes.

With Grading for Equity, Joe Feldman cuts to the core of the conversation, revealing how grading practices that are accurate, bias-resistant, and motivational will improve learning, minimize grade inflation, reduce failure rates, and become a lever for creating stronger teacher-student relationships and more caring classrooms. Essential reading for schoolwide and individual book study or for student advocates, Grading for Equity provides A critical historical backdrop, describing how our inherited system of grading was originally set up as a sorting mechanism to provide or deny opportunity, control students, and endorse a'fixed mindset'about students'academic potential—practices that are still in place a century later A summary of the research on motivation and equitable teaching and learning, establishing a rock-solid foundation and a'true north'orientation toward equitable grading practices Specific grading practices that are more equitable, along with teacher examples, strategies to solve common hiccups and concerns, and evidence of effectiveness Reflection tools for facilitating individual or group engagement and understanding.

Puts forward an innovative but practical and tested approach to grading that can demonstrably raise academic standards, motivate students, tie their achievement of learning outcomes to their course grades, save faculty time and stress, and provide the reliable gauge of student learning that the public and employers are looking for. She argues that the grading system most commonly in use now is unwieldy, imprecise and unnecessarily complex, involving too many rating levels for too many individual assignments and tests, and based on a hairsplitting point structure that obscures the underlying criteria and encourages students to challenge their grades.This new specifications grading paradigm restructures assessments to streamline the grading process and greatly reduce grading time, empower students to choose the level of attainment they want to achieve, reduce antagonism between the evaluator and the evaluated, and increase student receptivity to meaningful feedback, thus facilitating the learning process – all while upholding rigor.

Trends in Assessment provides readers with a survey of the enduring assessment concepts and approaches developed over the past twenty-five years, and includes chapters by acknowledged experts who describe how emerging assessment trends and ideas apply to their programs and pedagogies, covering: Community Engagement, ePortfolios, Faculty Development, Global Learning, Graduate and Professional Education, High-Impact Practices, Learning Improvement and Innovation, and Assessment Trends in Student Affairs Programs and Services. The concluding chapters point to a future of assessment and identify several meta-trends in assessment. Trends in Assessment serves as a vital resource for faculty, student affairs professionals, administrators, anyone involved in accreditation, and scholars in the field.

The moment is right for critical reflection on what has been assumed to be a core part of schooling. In Ungrading, fifteen educators write about their diverse experiences going gradeless. Some contributors are new to the practice and some have been engaging in it for decades. Some are in humanities and social sciences, some in STEM fields. Some are in higher education, but some are the K–12 pioneers who led the way. Based on rigorous and replicated research, this is the first book to show why and how faculty who wish to focus on learning, rather than sorting or judging, might proceed. It includes honest reflection on what makes ungrading challenging, and testimonials about what makes it transformative.