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Asao Inoue argued for community-based assessment; a system of grading that combines teacher and peer student evaluations using rubrics but later made criticisms about its ability to foster a just and equitable classroom. Criticisms of community-based assessment include failing to equalize power dynamics, as well as gender and racial biases.
In a negotiated assessment ecology, male and white students are more likely to defend their work and therefore introduce a gender and racial bias in the grading system. This is most likely due to the fact that they are less likely to experience stereotype threat. Stereotype threat is an internalized bias where the person believes a stereotype about their identity to be true Stereotype threat reduces the efficacy of students because they believe the stereotype to be true even when it is not with women and people of color being the most vulnerable. Self-promotion is typically a white and male cultural trait, and Students who do not have access to a white racial habitus will not easily understand its rules
Because Judgements of language quality in any grading contract give rise to Stoddardian dikes; a racialized grading apartheid. this segregation can develop for any person of a marginalized group that does or can not advocate for themselves.
For these reasons, Success in conventional classrooms is synonymous with adopting a white racial habitus and Hybrid grading contracts still uphold a racialized cultural-linguistic standard because they grade based on the perception of language quality
🏷 Community-based Assessment Ideology in Teaching Grading Contracts Labor-based grading contracts