The buzz in assessment is all about alternative forms of grading: Mastery Based Grading, Ungrading, Standards Based Grading, Specifications Grading, Equitable Grading and Instruction. In this session we will present the four foundational pillars that are at the heart of redesigning our courses to use assessment and grades as a tool to both measure learning and facilitate it. With over eight years of in class experience and hundreds of faculty mentored, the presenters will define and explain the four pillars of Alternative Grading with details and example from across the disciplinary spectrum. From Mathematics to English, Engineering to History, Chemistry to Foreign language, this session will have something for everyone. The session will also touch (briefly) on the issues with traditional points-and-percentages based grading, its historical roots, and how we can approach effective redesign processes.

As part of my involvement in the year-long Issues X learning community, I am organizing a series of workshop discussions centered on the grading practices discussed in the book "Grading for Equity" by Joe Feldman. I am facilitating these sessions at California State University Sacramento in January of 2024, recognizing that many faculty members, including myself, have received minimal training regarding grading/assessment and the potential equity implications of our grading practices. The discussions will specifically focus on topics addressed in Joe Feldman's book, aiming to prompt faculty members to delve into the intricacies of grading, unravel potential implicit biases in their grading practices, and encourage collaboration and reflection amongst faculty members. During my talk I plan to share insights into the outcomes, experiences and highlights of these discussions and workshops.