JDGI: A New Equitable Grading Acronym

I just spent 12 hours in Grading for Equity Virtual Institute, and my main takeaway comes down to what I’m calling JDGI. After all, no one wants to be judgy, right? Therefore, JDGI is a handy acronym for how to grade equitably. I’m not going to spoil the book, institute, or any of the work that Joe Feldman and Dr. Shantha Smith have been doing, but the basic idea is:

Just Don’t Grade It

Do you give homework? Fine, just don’t grade it. Do you expect students to participate? What if your idea of participation is biased? But OK fine, just don’t grade it. Are you under the impression that effort is observable and measurable? Might wanna check yourself on that one, but alright, just don’t grade it. Do you give tests that result in scores of X/Y points (e.g. 7/10, or 89/100)? Yeah, just don’t grade it (i.e., ditch those points in place of something like concept checklists the student showed they understood).

So yeah, you gotta grade something else…

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Grade [Spin]Doctors: Playing by our School’s Rules

A colleague (let’s just say that there are some who call him……Tim?) asked about using my Grading & Assessment materials and how to make them work for him. I’ve written about a complete overhaul, as well as what to do when you have certain grading categories imposed, but Tim’s situation was different. He was prepared to go full-MagisterP-Grading of only Proficiency and DEA, but had a grading weight scheme imposed upon him of 70/30 (i.e. 70% Summative, and 30% Formative). I won’t discuss how arbitrary these numbers are, or even use the word asinine to criticize such a policy (especially when it comes to language acquisition), but it is what it is for Tim. Let’s look at an option I presented to him…

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