Cripping Labor-Based Grading for More Equity in Literacy Courses

By Asao B. Inoue
Copy edited by Caitlin Kahihikolo. Designed by Mike Palmquist.

CoverWriting 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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Front Matter

Chapter 1. Introduction

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


Works Cited

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.

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:

Practices & Possibilities

Series Editors: Aimee McClure, Clarke University; Mike Palmquist, Colorado State University; and Aleashia Walton, University of Cincinnati

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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.