Cultivating Growth: Alternative grading strategies speed dating
While many STEM educators have embraced active learning and inclusive pedagogies, one classroom element remains largely unchanged: grading. Traditional grading systems‚ developed over a century ago‚ can unintentionally reinforce inequities, discourage risk-taking, and disproportionately impact students from underrepresented and underserved backgrounds. This interactive mini-workshop invites geoscience educators to critically examine how grading practices shape student success and retention. Participants will engage in an "alternative grading speed dating" activity, rotating through nine evidence-based strategies designed to foster motivation, mastery, and equity. Strategies introduced include specifications (and standards-based) grading, exam retakes, ungraded homework, flexible deadlines, weighting later work more heavily, eliminating participation grades, adopting a 4.0 scale, transparency in teaching and learning (TiLT), and minimum grading.
Intended Audience
Since all faculty assess student work, alternative grading strategies apply to all teaching faculty! In particular, alternative grading practices have been shown to improve completion and retention rates of groups underrepresented in STEM disciplines. As geology continues its shift to a more inclusive discipline, this topic is of particular importance.
Goals
- Understand how traditional grading practices can reinforce systemic inequities in geoscience education.
- Explore nine alternative grading strategies designed to promote deeper learning, persistence, and student belonging.
- Reflect on the alignment between grading practices and course goals.
- Identify at least one alternative grading approach to pilot or investigate further in their own teaching.
Workshop Format
Introduction & Framing (15 min): Overview of historical grading systems and their unintended consequences. Speed Dating Activity (40-50 min): Quick rotations through nine stations in small groups, each presenting an alternative grading strategy with examples. Debrief & Reflection (15 min): Group discussion on insights, challenges, and next steps. Wrap-up & Resources (5 min): Digital resources for continued exploration. Improving equity in the geosciences requires rethinking not just who we recruit and support, but how we assess and value learning. By adapting grading practices, educators can create more just and supportive environments where all students, especially those historically marginalized in STEM‚ can thrive.