Equity in Evaluation: Examining Grading Practices and Student Experiences in Speech-Language Pathology Education

Traditional grading practices remain the norm in communication sciences and disorders (CSD) education, despite evidence these systems may exacerbate inequities and affect motivation and perceptions of learning. This study examined how traditional and alternative grading practices are experienced by undergraduate and graduate students enrolled in CSD programs. Using a convergent mixed-methods design, survey data were collected from 73 students regarding perceptions of grading, motivation to learn, and emotional responses to assessment. Quantitative analyses indicated that students in alternatively graded classrooms reported significantly higher perceptions of fairness, clarity, and learning than those in traditionally graded settings. Qualitative analysis revealed contrasting emotional climates, with traditional grading frequently associated with stress, fear, and finality, while alternative grading was described as supportive, flexible, and growth oriented. Although demographic differences were not statistically significant, findings underscore the influence of grading structures on students’ academic experiences. Implications for creating more equitable and transparent assessment practices are discussed.