CS EGP Project
The Playbook of Equitable Grading Practices
Table of Contents
Part 1: Grading assignments
1. Continuous rubric
2. Adaptive Peer Grading during Formative Assessment
3. Credit for Completion, not Quality
4. Grading group work individually
5. Team-Based Learning Exercises for Hands-on Courses
6. Mathematically accurate grading
7. Weighting of Formative vs. Summative activities
8. Lower-Stakes Assessments
9. Slide Rubrics
Part 2: Grading courses
10. Differentiated instruction using pre- and post-tests
11. Techniques Grading
12. Specs grading plus grading for equity
13. Ungrading with no instructor-given grades (instead self- or peer-assessment)
14. Develop Soft Skills Without Including Them in the Grade
Part 3: Flexible resubmission
15. Formative Assessments are for Learning
16. Outcome Evaluation Clobbering
17. Tokens For Assignment Resubmission
Part 4: Communication and culture change
18. Class Reflections for Getting Buy-in
19. Emphasize Feedback and Reflection
20. Setting the Conditions for Large-Scale Reform
Part 5: Adapting elearning tools
21. Automatic Grading System for first year Computer Science Courses
Part 6: Putting it all together
22. Mastery Grading for Equity
23. Binary grading
24. Competency/Equity Hybrid
25. Integrating Equitable Grading Practices in Computer Science Courses
26. Equitable and Transparent Grading Reform
Part 7: Incubator
27. Small set of core competencies
28. Multiple assessment mechanisms
29. 5 Point Competency Scale
30. Pre-course Interviews
Part 8: How to contribute
31. Contributor Instructions
32. Template for a New Play
33. Join Our Discussions
Working Group Abstract
Working Group Literature Review
References
EGP Playbook
Book
Contents
Part 3:
Flexible resubmission
Chapter 15.
Formative Assessments are for Learning
Formative assessments are for learning and students should not be punished for getting things wrong while learning.
Chapter 16.
Outcome Evaluation Clobbering
Chapter 17.
Tokens For Assignment Resubmission
Next: Flexible resubmission › Chapter 15.
Formative Assessments are for Learning
Previous: Grading courses › Chapter 14.
Develop Soft Skills Without Including Them in the Grade