P6 - Incorporating "Grading for Equity" Approaches into the Introductory Biology Classroom

Program Abstract: In this project, four sections of introductory biology were graded using either a traditional exam-based approach, a mixed assessment approach that incorporated reflection assignments, or an equity-based approach as outlined in Joe Feldman’s Grading for Equity. The equity-based approach actualized Feldman’s three main ideas, which focus on being 1) accurate, 2) bias-resistant, and 3) motivational. Toward those goals, the percentage of the grade based on homework and participation was minimized (5%), all other grading categories were set to a 50% minimum (compared to zero-based grading), and students were allowed to take content assessments more than once with grades allocated based on whether content mastery was demonstrated. Students in the equity-based grading sections reported high degrees of mental wellness and described the approach as pedagogically successful for their learning. Notably, these students also performed 20 percentage points higher on an end-of-course content assessment than students in traditional structures.