EQUITY IN ASSESSMENT: RETHINKING GRADING SYSTEMS FOR HOLISTIC EVALUATION

Abstract

This paper explores the importance of equity in educational assessment by critically examining traditional grading systems. It argues that conventional grading often overlooks diverse student abilities and socio-cultural backgrounds, leading to unfair evaluations. The study advocates for a holistic approach to assessment that incorporates multiple measures of student learning, including formative feedback, self-assessment, and competency-based evaluation. By rethinking grading practices, educators can foster inclusivity, promote deeper understanding, and support the development of a wide range of skills essential for student success. The findings highlight the need for systemic changes to ensure assessments are fair, transparent, and responsive to all learners.