Background: Traditional grading including points accumulation, averaging performance over the course, and grading behaviors may be inequitable since they may benefit more privileged students. Bias-resistant, equity-based grading that emphasizes learning is recommended. Method: Faculty at different universities in undergraduate and graduate nursing courses designed and implemented two types of alternative grading projects. Faculty and student feedback on these grading practices were reviewed. Specifications grading provides opportunities to demonstrate achievement of learning outcomes allowing learners to select the grade and assignments and revise unsatisfactory work. Labor-based grading is particularly suitable for writing assignments that involve iterative processes, as it provides a fair grading structure accommodating students at various skill levels and evaluates student progress in developing writing skills. Results: In the exemplars provided, learners achieved course outcomes. Learners and faculty were satisfied with the experience. Conclusion: Specifications and labor-based grading demonstrate potential to assess learners' achievement of learning outcomes more equitably.
Noone et al. (Thu,) studied this question.
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