Promoting Equity and Mitigating Bias in Online Grading Feedback

Abstract

It is no secret that grading feedback is a powerful influence on how well and whether one learns (Hattie, 2012). However, the topic of equity and grading feedback is less often discussed. Issues of bias persistently arise when evaluating grading feedback. Instructors often bring biases, some unconscious, some conscious, to the grading process. Bias can result from a variety of factors, including prior knowledge of student grades and scores, race, class, ethnicity, gender, and other factors (Malouff et al., 2014). This presentation seeks to raise awareness and infuse a more intentional reflection on bias, equity, and inclusion into the online feedback process. Original checklists are shared as tools to promote more reflection and inclusivity in the online grading feedback process.