Doctor of Physical Therapy Program, College of Saint Mary, Omaha, Nebraska, USA.
Phys Ther. 2024 Sep 4;104(9). doi: 10.1093/ptj/pzae084.
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 therapist programs.
Over a 2-year period, a doctor of physical therapy 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.
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.
This case report documents the implementation of equitable grading practices in a Doctor of Physical Therapy program, offering valuable insights and recommendations for other institutions aiming to adopt similar practices.
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.
为了优化物理治疗师教育中的学习过程，学习者需要有机会从他们独特的起点出发不断成长。传统的评分实践，如 A 到 F 的等级、零分和按时完成及专业表现的评分，会阻碍内容掌握和准确的能力评估。评分应侧重于技能和内容的掌握，使用总结性评估来确定最终成绩，实行无零分政策，并提供可操作的反馈。公平的评分有助于来自不同背景和身份的学习者，并促进学业成功。本案例研究为在学术物理治疗项目中实施公平评分实践提供了指导和建议。
在两年的时间里，一个物理治疗博士项目开始实施了 5 项策略来创建更公平的评分实践：（1）取消零分；（2）允许在没有惩罚的情况下延迟提交作业；（3）在整个学期使用低风险的形成性评估；（4）更重视课程结束时的评估，而不是初始评估；（5）在入学前提供无风险的解剖预习课程。
实施公平评分实践的结果有所不同。一些学习者感到由于机会减少而增加了压力，而另一些学习者则对低风险评估带来的焦虑减轻表示赞赏。一些人认为同伴的多次尝试对他们不公平。由于需要详细的反馈和补救，教师的工作量增加了，但他们认为这对学习者有益。一些课程的中位数期末成绩有所提高，其他课程保持稳定，一个课程略有下降。总体而言，这些变化对大多数学习者的成绩影响不大，但显著改善了学习困难者的学习成果和保留率。
本案例报告记录了在物理治疗博士项目中实施公平评分实践的情况，为其他希望采用类似实践的机构提供了有价值的见解和建议。
评估中的不公平会扩大进入专业项目的学习者之间的差距。公平的评估实践可以拉平竞争的起跑线，使来自不同背景和身份的学习者都能取得成功。增加多样性使每个人受益，特别是患者，因为这减少了历史上处于边缘地位的群体的健康差距。
