Investigating Racial Bias and Attribution Error in Grading Student Performance

Abstract

Standards-based grading (SBG) is a more recent approach to grading that aims to reduce the impact of teacher biases that affect grading. This study investigates whether SBG effectively mitigates biases related to race and attribution errors that can distort traditional grading methods. To achieve this, a quantitative factorial vignette experiment was conducted to analyze the qualitative feedback given on student performance, shedding light on teachers' evaluative reasoning under SBG. Findings indicate that despite the structured framework of SBG, the evaluative process remains susceptible to a wide range of influencing factors, though there were no significant findings related to racial bias. The results of the factorial vignette experiment underscored that while SBG aims to objectify the grading process, some biases may still affect teachers' evaluations, highlighting the intricate web of factors involved in the evaluation process. The paper contributes significantly to the ongoing discourse surrounding modern grading systems, emphasizing the need for continuing evolution in grading methodologies to ensure fairness and objectivity in student assessments.