Program
Teaching M.A.
Number of Pages
80
Year Approved
2026
First Advisor
Amy Fox
Second Reader
Shanna Slice
Abstract
Grading methods in K-12 education have remained largely unchanged over the past century. As schools consider revisiting grading policies, multiple factors influence the success and sustainability of reform efforts, particularly because grades serve conflicting purposes for various stakeholders. This thesis investigates traditional grading practices, reviews literature on equitable grading frameworks, and evaluates both existing and proposed grading practices in relation to the purpose of grading and principles of grading equity. The literature suggests that many commonly used grading practices, such as the inclusion of nonacademic behaviors and reliance on percentage-based systems, may reduce the accuracy and consistency of grades as measures of student learning. In response, proposed grading reforms often aim to limit the influence of nonacademic factors so that a student's grade accurately reflects student achievement. This review highlights both the potential benefits of these reforms and the challenges associated with their implementation.
Degree Name
Teaching M.A.
Document Type
Masterʼs thesis
Recommended Citation
Jacott, H. L. (2026). Equitable Grading: Practices, Challenges, and Implementation [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/1280
Terms of Use and License Information
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