Cripping Labor-Based Grading for More Equity in Literacy Courses [Paperback]

Writing in response to recent work by Kathleen Kryger, Griffin X. Zimmerman, and Ellen C. Carillo, Asao B. Inoue offers an expanded and compassionate discussion of labor-based grading, a practice that involves negotiating a set of classroom agreements with all of the students in a course to determine how much labor will be expected of students and how it will be accounted for or identified to earn particular final course grades. Inoue focuses his exploration of labor-based grading by asking, “How can labor-based grading evolve so that it addresses the concerns around inequitable access to or expectations of labor that students with disabilities, neurodivergencies, illnesses, or limited time in the semester may face?” The result is a thoughtful re-examination and re-thinking of labor-based grading in writing courses.Writing in response to recent work by Kathleen Kryger, Griffin X. Zimmerman, and Ellen C. Carillo, Asao B. Inoue offers an expanded and compassionate discussion of labor-based grading, a practice that involves negotiating a set of classroom agreements with all of the students in a course to determine how much labor will be expected of students and how it will be accounted for or identified to earn particular final course grades.

Ultimately, Inoues book reminds us of our duty to continue asking hard questions about assessment. No standards are neutral  approaching equitable writing assessment requires intersectional framing, regular critical reflection, and thoughtful revision.
 Journal of Writing Assessment

Provides incredible insight for those interested in working toward a more equitable grading ecology. Cripping labor-based grading means constructing a more socially just and accessible future for all students and teachers.
Teaching English in the Two-Year College

Asao B. Inoueis Professor in the College of Integrative Sciences and Arts at Arizona State Unils%