In 2022, I published three new articles related to grading. The references and abstracts/summaries are below, and when possible, a link to the full article is also provided.

Inequitable grading practices produce inequitable results.

Griffin, R., & Townsley, M. (2022). Including homework and employability skills in class grades: An investigation of equitable outcomes in an urban high school. Practical Assessment, Research, and Evaluation, 27(1). https://scholarworks.umass.edu/pare/vol27/iss1/27/  

Dr. Griffin and I sought to determine how employability and homework scores within traditional points and percentages weighted grading models impact grades from an equity lens. This study analyzed 779 students’ semester math grades at an urban high school to see if students’ grades were inflated or deflated due to including homework and employability scores in the grade. The results revealed clear
divides between white students and black/Hispanic students as well clear differences for high and low socioeconomic students. Also highlighted from this study was that final grades were mostly inflated for all subgroups when homework and employability scores were included.

A three-category model for emergency remote learning grading guidelines for K-12 schools.

Townsley, M., & Kunnath, J. (2022). Exploring state department of education grading guidance during COVID-19: A model for future emergency remote learning. Education Policy Analysis Archives, 30,(163). https://doi.org/10.14507/epaa.30.7448 

Dr. Kunnath and I explored the components of state department of education (DOE) grading guidance during the Spring 2020 school shutdown, along with the patterns of guidance across states. We applied a grounded theory approach to systematically explore the equivalent of 1,444 pages of documents from 48 state DOE guidelines. The document analysis resulted in three primary categories that influenced state DOE grading guidance: guiding principles, student advancement, and determining grades. We presented and discussed a three-category model for emergency remote learning grading guidelines for K-12 schools. In the event of another pandemic temporarily affecting the delivery of education to students, policymakers may use this model as a starting point for future recommendations.

Debunking standards-based grading implementation myths in secondary science classrooms

Wilcox, J. & Townsley, M. (2022). Debunking myths of standards-based grading: Addressing the concerns and providing some strategies for implementing alternative grading practices. The Science Teacher, 90(1), 29-33. [Available online]

Dr. Wilcox and I wrote this practitioner-friendly article for NSTA’s The Science Teacher. In our experience, some science teachers may be hesitant to implement standards-based grading. The purpose of this article is to address seven implementation myths and provide strategies for effectively implementing SBG in the science classroom.

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Looking ahead to 2023, I have a handful of articles and books in progress and look forward to sharing them with you in this space!