Equitable Grading Practices in Physical Therapist Education: A Case Report.

Autor:	Richardson S; Doctor of Physical Therapy Program, College of Saint Mary, Omaha, Nebraska, USA., Dial M; Doctor of Physical Therapy Program, College of Saint Mary, Omaha, Nebraska, USA., Kneiss J; Doctor of Physical Therapy Program, College of Saint Mary, Omaha, Nebraska, USA., Somyoo N; Doctor of Physical Therapy Program, College of Saint Mary, Omaha, Nebraska, USA., Varnado K; Doctor of Physical Therapy Program, College of Saint Mary, Omaha, Nebraska, USA.
Jazyk:	angličtina
Zdroj:	Physical therapy [Phys Ther] 2024 Sep 04; Vol. 104 (9).
DOI:	10.1093/ptj/pzae084
Abstrakt:	Objective: To optimize learning in physical therapist education, learners need opportunities to grow from their unique starting points. Traditional grading practices like A to F grades, zero grades, and grading on timeliness and professionalism hinder content mastery and accurate competency assessment. Grading should focus on mastery of skill and content, using summative assessments for final grades, a no-zero policy, and actionable feedback. Equitable grading supports learners from all backgrounds and identities and promotes academic success. This case study provides guidance and recommendations for implementing equitable grading practices in academic physical therapist programs. Methods: Over a 2-year period, a doctor of physical therapy program began implementing 5 strategies to create more equitable grading practices: (1) eliminating zero grades, (2) allowing late assignment submissions without penalty, (3) using low-stakes formative assessments throughout the semester, (4) weighing end-of-course assessments more heavily than initial ones, and (5) offering a no-stakes anatomy prep course before matriculation. Results: Outcomes from implementing equitable grading practices varied. Some learners felt increased stress from fewer points opportunities, while others appreciated the reduced anxiety from low-stakes assessments. Some saw multiple attempts for peers as unfair. Faculty faced higher workloads due to detailed feedback and remediation but believed it benefited learners. Median final grades improved in some courses, remained stable in others, and slightly decreased in one. Overall, the changes had minimal impact on most learners' grades but significantly improved outcomes and retention for struggling learners. Conclusion: This case report documents the implementation of equitable grading practices in a Doctor of Physical Therapy program, offering valuable insights and recommendations for other institutions aiming to adopt similar practices. Impact: Inequity in assessment widens the gap between learners entering professional programs. Equitable assessment practices level the playing field, enabling learners from diverse backgrounds and identities to succeed. Increased diversity benefits everyone, especially patients, by reducing health disparities for historically marginalized groups. (© The Author(s) 2024. Published by Oxford University Press on behalf of the American Physical Therapy Association. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.)
Databáze:	MEDLINE
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