Student Perceptions of Equitable Grading Practices

Traditional grading practices have a number of limitations that often disproportionately affect students from underrepresented communities. As a result educators are exploring alternative grading practices, sometimes referred to as equitable grading practices (EGPs), that are backed by research, follow a more open assessment method, and have been shown to increase learning, particularly with these students. This paper reports on a preliminary study investigating the impact of three specific Equitable Grading Practices (EGPs) in an introductory computer science course: an EMRN grading scale for programming work, a flexible late policy, and the use of smaller and more frequent quizzes instead of larger and higher stakes exams. These practices were used in an introductory computer science course with 563 students. The study used a combination of pre- and post-surveys together with a small number of one-on-one interviews to gather student experiences and perceptions. The results indicate that while EGPs are generally well-received by students, there is room for improvement in how these practices are communicated and implemented. From these results, it is clear that student see and appreciate the benefits of these grading practices, although careful attention is needed to avoid potential pitfalls.