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Redesign for Equity & Accessibility Lab (REAL)

A College of San Mateo resource portal for curriculum and pedagogy redesign.

Key Key Principles

Examining our grading practices is important to ensure that all students are evaluated based on consistent and transparent criteria, regardless of their background or circumstances. Fair grading practices can identify where students need support and help educators tailor instruction to meet diverse learning needs. Grading practices can be designed thoughtfully to reduce bias, promote inclusion, and provide every student with a meaningful opportunity to succeed.

Our research highlights the following principles.  (For more detail, including examples, see our Self-Assessment Tool and Samples Across the Disciplines, below.)  

  • Clarity & Transparency: Grading Expectations are made visible to students and communicated in a way that helps students succeed. (CSM Equitable Grading Lab booklet)
  • Validity: Grades accurately reflect student achievement of course learning outcomes. (Feldman, 2019)
  • Growth Focus: Grading supports student growth by encouraging reflection, revision, and learning from feedback. (Blum, 2020)
  • Built-in Flexibility: Grading policies support students in staying on track while allowing room to manage challenges and responsibilities.(CSM Flex Day session, 2023)

video recorder Video Spotlight

CSM ESL Instructor Kristy Ridgeway revised her grading policies to be more student-friendly.  See her talk about her revisions below.  

Play video of Kristi Ridgway sharing grading revisions

 

Check Mark Self-Assessment Tool with Example Strategies

To help faculty assess their Grading Practices with regards to accessibility and cultural responsiveness, we collaborated on a rubric based on the principles above and incorporating example strategies.  Coming soon, you will be able to print the self-assessment tool, if you would preferable an editable copy.

Clarity & Transparency: Grading expectations are made visible to students and communicated in a way that helps them succeed. 
  Getting REAL* REAL Liberatory
Reflection Questions

Do you provide students with clear information about how they will be assessed? 

Y/N/Partial 

Do you provide explicit guidance about how to succeed? 

Y/N/Partial

Do you provide students with opportunities to see examples of student work and to practice assessing their own (and others’) work? 

Y/N/Partial 
Example Strategies
  • In the syllabus, clearly explain late work, participation, and grade calculation policies  
  • For each assignment/assessment, provide a detailed description or rubric outlining grading criteria 
  • In the syllabus, include expected turnaround times for grades and feedback for each type of assignment 
  • Provide clear, ongoing access to updated grade information for students to monitor their standing, before critical deadlines. 
  • Assess individual student performance against clear standards or learning outcomes, not in comparison with peers
  • In the syllabus, provide specific strategies for succeeding in the course (e.g., attending office hours, using campus resources) 
  • In the syllabus, remind students that they all have the opportunity to succeed 
  • Explain the rationale behind your grading practices (i.e., connection to student learning)
  • For each assignment, describe different levels of achievement using a rubric or annotated examples 
  • Provide timely feedback and grades for each assignment 
  • Reach out early and supportively to students at risk of failing, well before the drop deadline, offering clear feedback, encouragement, and options for recovery or assistance
  • Share sample work that illustrates a range of performance levels (e.g., developing, proficient, and advanced) 
  • Provide rubrics in advance and offer structured opportunities for self- and peer assessment. 

 *Each level ("Getting REAL," "REAL," and "Liberatory") represents a cumulative progression, incorporating and expanding upon the criteria of the preceding levels. 

Validity: Grades accurately reflect student achievement of course learning outcomes. 
  Getting REAL* REAL Liberatory
Reflection Questions

Do your grading practices fairly and consistently measure student achievement of the official learning outcomes (vs vague or potentially biased factors)?  

Y/N/Partial 

Do you support students who may need more time to achieve the course learning outcomes? 

Y/N/Partial 

Do you offer alternative ways for students to demonstrate achievement of course learning outcomes? 

Y/N/Partial 
Example Strategies
  • Avoid subjective criteria like  "effort,” "participation," "writing style,” or "attitude". 
  • Grade work anonymously when possible. 
  • Use rubrics clearly aligned with Student Learning Outcomes (SLOs). 
  • Collaborate with colleagues to calibrate grading rubrics for consistency 
  • Allow a low grade to be dropped if it doesn't reflect overall progress. 
  • Weight later assessments more heavily. 
  • Include low-stakes, formative assignments to support learning over time. 
  • Use a variety of assignment types across the course. 
  • Provide choices within assignments (e.g., essay, presentation, podcast). 

 *Each level ("Getting REAL," "REAL," and "Liberatory") represents a cumulative progression, incorporating and expanding upon the criteria of the preceding levels. 

Growth Focus: Grading supports student growth by encouraging reflection, revision, and learning from feedback. 
  Getting REAL* REAL Liberatory
Reflection Questions

Do you provide students with multiple opportunities to receive feedback and learn from their mistakes? 

Y/N/Partial 

 

Do you provide students with structured chances to reflect and apply feedback? 

Y/N/Partial 

Do you encourage students to see grades completely differently, as means to the end of their own growth and mastery, rather than an end in itself? 

Y/N/Partial 
Example Strategies
  • Use frequent, low point-value assignments to build toward major assessments.  
  • Include activities or assignments focused on revising work using feedback.    
  • Ask students to reflect on their learning process and progress.
  • Provide feedback separately from grades when possible. 
  • Consider alternative grading models (e.g., contract or labor-based grading) that focus on practice, revision, and mastery over time.

 *Each level ("Getting REAL," "REAL," and "Liberatory") represents a cumulative progression, incorporating and expanding upon the criteria of the preceding levels. 

Flexibility: Grading policies support students in staying on track while allowing room to manage challenges and responsibilities.
  Getting REAL* REAL Liberatory
Reflection Questions

Do you encourage students to communicate if they fall behind?    

Y/N/Partial 

Do you offer ways for students to recover after falling behind? 

Y/N/Partial 

Do you provide students with some flexibility in deadlines to manage their workload or competing responsibilities?   

Y/N/Partial 
Example Strategies
  • Include syllabus language that acknowledges legitimate reasons students might fall behind. 
  • Regularly remind students that they can reach out for support. 
  • Design the course so students can miss up to two weeks and still succeed. 
  • Allow drops for the lowest 1–2 weekly assignments or discussions. 
  • Include a built-in grace period after deadlines.
  • Provide deadline flexibility within a unit. 
  • Allow students to complete, for example, 3 out of 4 major assessments.

 *Each level ("Getting REAL," "REAL," and "Liberatory") represents a cumulative progression, incorporating and expanding upon the criteria of the preceding levels. 

File Folder Example Revisions from CSM Faculty

Below you will find examples of Grading Practice revisions by CSM faculty who participated in the REAL workshops in 2023-2025.  Some are complete drafts, while others describe changes the faculty made and why. Please note that the sample materials submitted by faculty are works in progress and may not reflect final versions. They are shared to support collaboration and idea exchange.

Magnifying Glass Works Cited & Additional Resources