Most justifications for standards-based grading and similar practices focus on the pedagogical reasons for the shift, such as the fact that such grading practices more accurately reflect student mastery than traditional points-based grading. Joe Feldman argues that grading practices should also be viewed as a way to promote equity and that standards-based approaches are a vast improvement over traditional practices. An equity-based approach to grading reduces disparities between students who have resources and those who do not.
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