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You can purchase Grading for Equity at bookshop.org/shop/BIPOCSupportFoundation

Mrs. Gusso: So glad you made it! I wanted to address your question as well as it relates to English! I found that using project-based learning and looking at standards-based-grading not only helps eliminate bias and inaccuracy, but also increased motivation. We used a lot of rubrics in my senior level class, of course, but focused those rubrics and what we added to the gradebook on specific targeted standards that aligned with activities rather than completion/compliance of the activity itself. It is possible for a student to write a beautifully polished and descriptive essay but completely struggle to connect claims and evidence. If the standard that we are assessing is the connection of the claims to the evidence, then, the student has work to do. Articulating expectations through the language of the standards helps remove a lot of the subjectivity when it comes to grading. I would absolutely love to chat more about this in a breakout room at our next session if you’re able to make it. I know it can be super difficult to make a transition to more equitable grading practices, and that also sometimes the most difficult part is acknowledging the harm of our own past practices (I had to face this one head on and even then I made many, many mistakes that I am still acknowledging and learning from today), but there is so much power in knowing that what we are doing is best for our students and is helping to break down systems of supremacy that inequitably harm our marginalized communities. And, if we are emphasizing how important learning is for our students, we can create opportunities for ourselves to learn and grow as well… and celebrate them. Thank you again so much for tuning in; I really, really appreciate you!