It’s no secret that grading is a powerful impact and influence on how well and whether one learns (Hattie, 2012). However, the topic of equity and grading feedback is less often discussed. Issues of bias persistently arise when evaluating grading feedback. Instructors often bring biases (some unconscious, some conscious) to the grading processes. Biases can result from a variety of factors, including prior knowledge of student grades and scores, race, class, ethnicity, gender, and other factors (Malouff et al., 2014). This presentation seeks to raise awareness and infuse a more intentional reflection on bias, equity, and inclusion into the feedback process. Principles of inclusive syllabi are applied to support more inclusive feedback. Original checklists are shared as tools to promote more reflection and inclusivity in the grading feedback process.
Jennifer Schneider