Abstract：
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 therapy programs.
METHODS: Over a 2-year period, a DPT 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.
CONCLUSIONS: This case report documents the implementation of equitable grading practices in a DPT program, offering valuable insights and recommendations for other institutions aiming to adopt similar practices.
CONCLUSIONS: 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.
METHODS: Over a 2-year period, a DPT 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.
CONCLUSIONS: This case report documents the implementation of equitable grading practices in a DPT program, offering valuable insights and recommendations for other institutions aiming to adopt similar practices.
CONCLUSIONS: 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.
摘要：
目标：优化物理治疗师教育中的学习，学习者需要从他们独特的起点成长的机会。传统的分级做法，如A到F级，零级,对及时性和专业性的评分阻碍了内容的掌握和准确的能力评估。分级应注重技能和内容的掌握，使用最终成绩的总结性评估，无零政策，和可操作的反馈。公平评分支持来自所有背景和身份的学习者，并促进学术成功。本案例研究为在学术物理治疗计划中实施公平的评分实践提供了指导和建议。
方法：在2年内，DPT计划开始实施5种策略，以创建更公平的评分实践：（1）消除零成绩，(2)允许延迟提交转让而不受到惩罚，（3）在整个学期中使用低风险形成性评估，(4)对课程结束评估的权重高于初始评估，和（5）在入学前提供无桩解剖预备课程。
结果：实施公平评分做法的结果各不相同。一些学习者感到分数机会减少带来的压力增加，而其他人则赞赏低风险评估减少的焦虑。有些人认为对同龄人的多次尝试是不公平的。由于详细的反馈和补救，教师面临着更高的工作量，但认为这有利于学习者。一些课程的期末成绩中位数有所提高，在其他方面保持稳定，并略有下降。总的来说,这些变化对大多数学习者的成绩影响不大，但对陷入困境的学习者来说，结果和保留率显着改善。
结论：本案例报告记录了在DPT计划中实施公平评分做法的情况，为其他旨在采用类似做法的机构提供有价值的见解和建议。
结论：评估中的不平等扩大了学习者进入专业课程之间的差距。公平评估做法公平竞争，使来自不同背景和身份的学习者能够成功。增加多样性使每个人受益，尤其是病人,通过减少历史边缘化群体的健康差距。
方法：在2年内，DPT计划开始实施5种策略，以创建更公平的评分实践：（1）消除零成绩，(2)允许延迟提交转让而不受到惩罚，（3）在整个学期中使用低风险形成性评估，(4)对课程结束评估的权重高于初始评估，和（5）在入学前提供无桩解剖预备课程。
结果：实施公平评分做法的结果各不相同。一些学习者感到分数机会减少带来的压力增加，而其他人则赞赏低风险评估减少的焦虑。有些人认为对同龄人的多次尝试是不公平的。由于详细的反馈和补救，教师面临着更高的工作量，但认为这有利于学习者。一些课程的期末成绩中位数有所提高，在其他方面保持稳定，并略有下降。总的来说,这些变化对大多数学习者的成绩影响不大，但对陷入困境的学习者来说，结果和保留率显着改善。
结论：本案例报告记录了在DPT计划中实施公平评分做法的情况，为其他旨在采用类似做法的机构提供有价值的见解和建议。
结论：评估中的不平等扩大了学习者进入专业课程之间的差距。公平评估做法公平竞争，使来自不同背景和身份的学习者能够成功。增加多样性使每个人受益，尤其是病人,通过减少历史边缘化群体的健康差距。
