Sum24 Culturally Responsive Teaching with ESCALA4

Summer 2024 Escala 4

CSC 138: Computer Network

Bias-resistance / Motivation / Accuracy

Reflection on Instructional Change:

Upon evaluating the existing grading policies in my classroom based on the principles of accuracy, bias-resistance, and motivation, I have identified both areas where they conform to these ideals and areas that require revision. From an accuracy standpoint, my grading system effectively captures students' academic accomplishment by primarily evaluating their performance on tests and assignments that are directly linked to learning goals. Nevertheless, the presence of participation points and late penalties might potentially distort the accuracy of the assessment by introducing variables that are not directly related to the mastery of particular content.

Concerning bias-resistance, my policies are formulated with the principle of fairness in consideration. However, I acknowledge that specific elements, such as subjective evaluation of class participation or group projects, may inadvertently manifest bias. These factors may be affected by a student's conduct, linguistic competence, or even my own subconscious prejudices, which could potentially put some students at a disadvantage. In order to enhance my performance, I must investigate methods to render these elements closer to objectivity and more indicative of individual effort and comprehension.

Regarding motivation, my grading system employs a blend of numerical values and alphabetical grades, which predominantly serves to extrinsically motivate students. Although this approach may stimulate immediate adherence, it may not be cultivating the profound, inherent drive required for sustained learning and development. Students may prioritize the accumulation of points over the mastery of the material or the cultivation of a sincere interest in the subject. In order to tackle this issue, I must transition towards strategies that foster internal motivation, such as offering more constructive criticism, permitting modifications, and prioritizing personal development above ultimate achievement.

Collectively, although my grading policies possess commendable qualities, they could be enhanced in terms of precision, impartiality, and motivation. This reflection emphasizes the demand for ongoing enhancement to guarantee that my grading procedures genuinely promote fair and significant learning experiences for all students.

**Evidence of Instructional Change**
An example of an assignment with grading instruction implemented	An example of an assignment before grading instruction implemented

Before Course Syllabus CSC-138-syllabus.docx

After Course Syllabus syllabus_CSC138-Fall-2024.doc

**Faculty Bio**
	Dr. Bang Tran (he/him) is a faculty member in the Computer Science Department. He received his B.S.C from the Asian Institute of Technology, Thailand in 2010, and M.S. from Thammasat University, Thailand, and Tokyo Institute of Technology, Japan, and his Ph.D. from the University of Nevada, Reno. His research foci include single-cell data deconvolution and systems-level analysis. Read more: https://webpages.csus.edu/s.tran/

Funding
	This work was supported by: US Department of Education Hispanic Serving Institution Project TECH4Equity US Department of Education Hispanic Serving Institution Project STEM4Equity P031C210012 *Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or the US Department of Education.