Registration closed.

Wednesday, May 12, 2021

1:00 pm–2:30 pm

This discussion will be held via Zoom. A Zoom link will be sent prior to the event.

This discussion continues our dialogue begun last semester regarding ongoing efforts to create a more just and equitable University through the use of grading practices. Faculty and instructors across campus are encouraged to participate through asynchronous reading activities in advance of a synchronous discussion. In our virtual discussion, we’ll take up the question, what is our core learning goal for grading writing and how does it align with our vision of equity?

Those who register can orient themselves to equitable grading by reviewing two brief readings in advance of our synchronous discussion:

1. Boston University’s Equity in Writing Assessment, which provides a brief introduction to the importance of equitable writing assessment before describing specific approaches and strategies that can help us work toward that goal.

2. Joe Feldman’s “Improved Grading Makes Classrooms More Equitable,” (Inside Higher Ed), which makes a case for the importance of practices that reward growth, offer clarity about the meaning of content mastery, and allow students to retake and revise assignments.

Facilitated by Pamela Flash (Director, Writing Across the Curriculum) and Matthew Luskey (Assistant Director, Writing Across the Curriculum).

Audience: Faculty, instructors, and graduate students