Author(s):
Traditional grading practices where points are allocated to assignments, mistakes result in point deductions, and assignment scores are combined using some form of weighted averaging to determine grades are very commonly used in computer science classrooms. Unfortunately, these practices have been shown to reduce achievement, discourage students, and suppress effort to such an extent that some common elements of traditional grading practices have been termed toxic. Using grades to reward or punish student behavior does not encourage learning and instead increases anxiety and stress. This talk will present a case for adoption of equitable grading practices and a call for additional support in classroom and teaching technologies as well as support from administrations both at the department and university level. Our project is working to create a community of practice of faculty who have previously adopted these practices and for those faculty looking to adopt new practices. We are committed to compiling resources and supporting faculty in these practices. These practices have been shown to better support student learning and can help increase student learning gains and retention. As a first step in this process, we convened a meeting of experienced adopters of these practices for a day-long meeting of sharing and brainstorming of next steps. These discussions will be summarized in this talk.
