Grading for Equity in Engineering Education: A Case Study with Implementation Examples

Abstract Grading for equity, as defined by Joe Feldman in his 2019 book of the same name, entails grading practices that are mathematically accurate, bias-resistant, and motivational, aimed at fostering meaningful learning experiences. This paper presents a case study that delves into the practical application of these equitable grading principles within the context of engineering education. The case study unfolds through the lens of a Thermodynamics course and a Thermal Systems Design course, where we explore the implementation of equitable grading practices and their impact. Notably, the study examines three key dimensions of equitable grading: 1. Mathematically Accurate Grades: The adoption of a 0-4 grade scale, in alignment with standards-based grading, aimed at emphasizing success, simplicity, and reduced susceptibility to error and variance. While this approach offered insights into grading based on standards, challenges arose in computing final grades, leading to a hybrid approach. 2. Bias-Resistant Practices: The acceptance of late work without penalty, informed by Feldman's perspective, to ensure that grades reflect learning and not student behavior. Flexibility in late assignment policies was tailored to the level of the assignment, acknowledging the diverse needs of students. 3. Motivational Strategies: Allowing retakes and re-dos for assignments, offering students opportunities to learn from their mistakes and improve their understanding. This practice motivates students to focus on learning, knowing that their grades would accurately reflect their final level of comprehension. In addition, the paper explores the practice of making grading transparent to students, known as "Lifting the Veil." Strategies such as the use of rubrics and standards-based scales empower students by clearly defining expectations and performance levels, enhancing their self-identification of areas for improvement. The paper will include concrete examples of how these equitable grading methods are implemented in a classroom setting, providing practical insights into their application. These examples serve as a valuable resource for educators seeking to implement equitable grading strategies and promote more effective and equitable learning experiences. The case study illustrates the application and impact of equitable grading practices within the realm of engineering education. It highlights the need for flexibility, transparency, and student empowerment in grading systems, with the ultimate goal of nurturing an environment where learning takes precedence over grades.