In Grading Justice: Teacher-Activist Approaches to Assessment, new and seasoned teachers are invited to engage with socially-just approaches of assessment, including practices aimed at resisting and undoing grading and assessment altogether, to create more democratic grading practices and policies, foregrounding the transformative potential of communication within their courses. The contributions in this collection encourage readers to consider not only how educators might assess social justice work in and beyond the classroom, but also to imagine what a social justice approach to grading and assessment would mean for intervening into unjust modes of teaching and learning. Educators wishing to explore critical modes of grading and assessment, grounded in social justice, will find this book a timely and relevant pedagogical guide for their teaching and scholarship.
Table of Contents
Introduction: Grieving (Un)Grading (In)Justices
Kristen C. Blinne
1- Rhetoric of Grades: Evaluating Student Work and Its Consequences
2- Mobilizing a Critical Universal Design for Learning Framework for Justice Minded Course Design and Assessment
Mark Congdon Jr. and Allison D. Brenneise
3- Honoring Viviencias: A Borderlands Approach to Higher Education Pedagogy Justice
Leandra H. Hernandez and Sarah De Los Santos Upton
4- Walking the Tightrope: Navigating the Tensions of Teaching and Grading Communication Content Inside and Outside the Discipline
5- Student-Activist Mentor Letters as a Form of Social Movement-Building in Communication Activism Pedagogy
David L. Palmer
6- Love Letters Gone Wrong: Complicating the Romantic Ideal of Democratic Processes in the College Classroom
Londie T. Martin and Kristen A. McIntyre
7- Are We Just Grading or Grading Justly?: Adventures with Non-Traditional
8- “Ungrading” Communication: Awareness Pedagogy as Activist Assessment
9- Resisting the Detrimental Effects of Grade Inflation on University Faculty and Students through Critical Communication PedagogyDavid H. Kahl Jr.
10- Rate My Performance, or Just Sing Along: A Critical Look at Student Evaluations of Teaching
11- The Seven Lesson Faculty Member: Outlining Assessment’s Harm to FacultyC. Kyle Rudick
About the Contributors
I have been teaching at the college level for almost 30 years now and have always wished for the broad scope of ideas, experiences, and praxis of grading that this collection brings together. This book reads like a compass toward grading justice while expertly avoiding the more typical how-to approach often found in assessment scholarship. I have come out full of new ideas and grading possibilities, further questions and imaginations about grading justly, and a renewed reassurance that the pervasive and complex issue of assessment is finally being confronted and interrogated ever gently and with the missing compassion by a critical studies lens. I look forward to using it in my classes and scholarship in years to come.
About the Contributors