Abstract
Current grade calculations are comprised of managerial factors like dressing out and participation. While well intentioned, these practices are often inequitable and misrepresent the learning occurring in physical education classrooms. This article gives six challenges and examples for grading more equitably in physical education. Consideration for barriers and realities of the practical setting were given regarding grading ideas. Discussion focuses on using formative assessments for feedback and summative assessments to inform grading. Practical challenges and examples are provided to help physical educators move away from managerial grading styles to a mastery approach.
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