Appendix 1: Assessment Ecology Mapping

Participants mapped their classroom assessment ecologies using the following framework from Asao Inoue’s Antiracist Writing Assessment Ecologies book.

Participants did this in scaffolded ways, mapping part of their ecology, then convening with colleagues to receive and give feedback. Then they reflected on which part they would like to focus on changing in our time together.

• Purpose – What is your antiracist purpose or goal for your grading ecology? How are the goals or purposes for activities that produce a final grade oriented toward antiracist ends, or cultivate antiracist conditions?
• Processes – What processes are used to do assessment (judging and grading)? How do those processes confront and resist ways that may coerce or discipline students in one main direction? How are the processes that produce final grades self-conscious of and confront their own HOWLing, which likely organizes or justifies those processes? How are students involved in creating processes that produce judgments and course grades?
• Parts – What are the main or significant parts of the assessment ecology that contribute to the antiracist conditions you are trying to encourage? How are the codes, scripts, constructs, and artifacts used or produced oriented toward antiracist ends? How are they designed to be antiracist? How are they circulated or used in ways that produce antiracist conditions?
• Places – What are the places created in the ecology and the people made in those places? How are those places critiqued and dismantled for HOWL and white language supremacy that make them and the people in them? In what ways are all students able to reach or reside in any place created in the ecology (are all places accessible to all students)?
• People – Who is involved in judging and what are their embodied language and other capacities? How are all the people in the ecology and their various languaging and learning capacities valued and honored through the ecology? How is everyone used to help produce final course grades?
• Products – What are the antiracist learning products of the ecology that come out of grading ecology? How are those learning products antiracist?
• Power – How does power circulate in the ecology in antiracist ways? In what ways are disciplining, controlling, and norming (to some singular standard) resisted, dismantled, or paid attention to in antiracist ways? How is HOWL, white supremacist outcomes, hierarchies, and control confronted and resisted?