Colleges and universities across the country are now exploring the idea of “inclusive grading,” or grading with “antiracist ends.”
The premise underlying "inclusive grading" is that, by assessing the quality of students' papers or assignments with A’s, B’c, or C’s, teachers reinforce “white language supremacy.”
This hurts just writing about it.
According to The College Fix, colleges including the University of Tennessee-Knoxville, the University of Michigan, and American University in Washington, D.C., have already held workshops on the concept, asking that professors review their grading practices to better promote “diversity and inclusion” on campus.
Boise State University in Idaho will be hosting an “Inclusive Teaching Means Inclusive Grading, Too” workshop this Wednesday, though the description of the private event is vague.
The College Fix reports,
BSU’s event has the exact same name as a previous University of Tennessee-Knoxville faculty workshop. It was aimed to ‘engage instructors in conversations and activities designed to foreground diversity and inclusion in considerations of assessment and grading practices.’
The University of Michigan held a faculty workshop with a near-identical name as well. The Center for Research on Learning and Teaching stated on its website that attending teachers would ‘be asked to review their own practices’ on grading throughout the event.
This workshop is reminiscent of one held in February at American University, designed to teach faculty ‘how to assess writing without judging its quality.’
Titled ‘Grading ain’t just grading’ and promising to help teachers rethink ‘writing assessment ecologies toward antiracist ends,’ the workshop warned that ‘the practices of grading writing’ maintained ‘White language supremacy.’
It would be interesting to know how professors are expected to rank or assess their students without judging the "quality" of their work.
There seems to be a race nowadays for which college or university is the least racist or most “woke” on social issues.