Cripping Labor-Based Grading for More Equity in Literacy Courses
By Asao B. Inoue
Copy edited by Caitlin Kahihikolo. Designed by Mike Palmquist.
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.
Table of Contents
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Chapter 2. Defining Disability Intersectionally
Chapter 3. Understanding “Crip” Time and Labor
Chapter 4. Normative, Ableist, and Neurotypical Critique of Labor in LBG
Chapter 5. Rethinking Contract Negotiations
Chapter 6. Flexing Quantitative Measures of Labor
Chapter 7. Redirecting Biases in Grading Ecologies
Chapter 8. Considering Hidden Quality Judgements
Chapter 9. Concerns of Predictability and Clarity
Chapter 10. A Look at Engagement-Based Grading
Chapter 11. Cripping Labor Based Grading
Appendix A. Labor-Based Grading Contract
Appendix B. A Recent Course’s “Defining Labor Document”
About the Author
Asao B. Inoue is Professor in the College of Integrative Sciences and Arts at Arizona State University. Among his many articles and chapters on writing assessment, race, and racism, his article “Theorizing Failure in U.S. Writing Assessments” in Research in the Teaching of English won the 2014 CWPA Outstanding Scholarship Award. His co-edited collection, Race and Writing Assessment (2012) won the 2014 NCTE/CCCC Outstanding Book Award for an edited collection. And his book, Antiracist Writing Assessment Ecologies: Teaching and Assessing for a Socially Just Future (2015) won the 2017 NCTE/CCCC Outstanding Book Award for a monograph and the 2015 CWPA Outstanding Book Award.
Publication Information: Inoue, Asao B. (2023). Cripping Labor-Based Grading for More Equity in Literacy Courses. The WAC Clearinghouse; University Press of Colorado. https://doi.org/10.37514/PRA-B.2023.2203
Digital Publication Date: December 21, 2023
Print Publication Date: August 2024
ISBN: 978-1-64215-220-3 (PDF) | 978-1-64215-221-0 (ePub) | 978-1-64642-620-1 (pbk.)
DOI: 10.37514/PRA-B.2023.2203
Contact Information:
Asao B. Inoue: asao@asu.edu
Practices & Possibilities
Series Editors: Aimee McClure, Clarke University; Mike Palmquist, Colorado State University; and Aleashia Walton, University of Cincinnati
This book is available in whole and in part in Adobe's Portable Document Format (PDF). It is also available in a low-cost print edition from our publishing partner, the University Press of Colorado.
Copyright © 2023 Asao B. Inoue. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 International License. 152 pages, with notes, illustrations, and bibliographies. This book is available in print from University Press of Colorado as well as from any online or brick-and-mortar bookstore. Available in digital formats for no charge on this page at the WAC Clearinghouse. You may view this book. You may print personal copies of this book. You may link to this page. You may not reproduce this book on another website. For permission requests and other questions, such as creating a translation, please contact the copyright holder.