DLCEC Portfolio | Lorena Camargo Gonzalez | EDUC 1 | Grading Practices • Rubrics • Equitable Grading- FINAL

I took these steps to ensure equitable and transparent assessment practices, which align with both academic and workplace skill development. By focusing on equitable grading practices through the ACUE course, I aimed to create a structured and fair environment that accommodates the diverse experiences and perspectives of students. This approach fosters clarity in expectations and provides students with the opportunity to ask questions, a critical communication skill transferable to workplace settings.

Implementing a rubric for the midterm paper in Education 1: Education, Equity, and American Society was intentional to provide clear criteria for success. The assignment encourages students to reflect critically on their social identities and educational experiences, aligning with course objectives such as examining social dynamics in historical and cultural contexts. Designing the rubric allowed me to support students in articulating their thoughts clearly and comprehensively—an essential skill in professional environments where clear communication and self-awareness are valued. Additionally, the rubric emphasizes critical thinking, self-reflection, and the ability to analyze complex social issues—skills highly sought after in diverse workplace settings. These abilities are crucial for teamwork, problem-solving, and leadership, as employees often need to navigate diverse perspectives and apply thoughtful analysis to challenges. By focusing on equitable practices and clearly defined expectations, I equipped students with tools to succeed not only in academia but also in future professional roles.