Exploring the Impact of Grading for Equity on Student’s Academic Performance: A Qualitative Study
DOI:
https://doi.org/10.57125/FED.2024.09.25.06Keywords:
Grading for Equity, Educational Equity, Phenomenological Inquiry, Inclusive Learning Environments, Equity-focused Grading Practices.Abstract
Grading for Equity is a pedagogical approach founded on principles of educational equity whereby educators strive to mitigate systemic barriers to learning by implementing alternative grading practices that enhance student performance. This study examined the critical role of equitable grading practices in fostering student success and promoting educational equity. A qualitative method using phenomenological inquiry in order to investigate how Jefferson High School students change their academic performance through grading for equity was used in the study. The data was collected and analysed using thematic analysis and Interpretative Phenomenological Analysis (IPA), by conducting a semi-structured interview with 12 diverse participants. The researchers ensured that the study followed protocols concerning securing permission from the school administration and student parents or guardians. A positive result was revealed when the data interpretation showed how beneficial this practice was to students' engagement and performance. This grading for Equity impacted not only the performance of each student but also the mindset to achieve academic success. This study suggests implementing clear policy guidelines, providing ongoing professional development for teachers, ensuring equitable grading practices across the curriculum, and conducting further research on effective grading strategies. This course of action will have a huge impact on our future generation.
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