Framing of feedback is essential for addressing dynamics of stereotype threat. For example, one study found it helpful to emphasize that tests and assignments are a diagnostic of students’ current skill levels, which can be improved with practice, instead of describing them as a measure of permanent ability (Aronson, 2002). (An excellent example of this from a Brown faculty member is given in the textbox to the right.) Comments made on papers or exams can also be made more inclusive by the way in which they are framed. Research finds higher revision rates and more improvement in writing among students from historically underrepresented groups when critical feedback embodies three characteristics: 

1. reflection of a teacher’s high standards,
2. students’ potential to reach them, and
3. substantive feedback to improve (e.g., “I’m giving you these comments because I have very high expectations and I know that you can reach them.”) (Yaeger et al., 2014).

Jan Tullis, who teaches introductory geoscience, frames her feedback for exams to help students achieve their best results. For example, when passing out exams to complete, she frames the exam by noting that she is impressed by their preparation and confident that they have learned a lot. When exams are handed back, each has a written comment, such as "great improvement." Those who do poorly receive a comment such as, "I am sure this does not reflect your interest or ability. Please do come in to talk so I can help you study more effectively." Students who do not respond in a few days receive an email follow-up.

A large study found significant benefits for students’ retention and sense of belonging when instructors revised just two assignments per term, with the aim of increasing transparency (Winkelmes et al., 2016). Assignments were made more transparent when instructors:

• made explicit their relevance to students’ lives or future success
• articulated key steps to complete the task, and
• made criteria for success through tools such as rubrics or past student examples.

Greatest benefits of these assignment re-designs were seen for underrepresented and first-generation students. Examples of more and less transparent assignments can be found in the Transparency in Learning and Teaching (TILT) website.

Anonymized and systematic grading can help mitigate dynamics of implicit bias. Blind grading (i.e., hiding a student’s name on a paper or test) can eliminate the cues for implicit bias (Killpack & Melón, 2016). Transparent and clearly defined grading protocols (e.g., grading papers with rubrics, which are distributed to students in advance) also can provide structures to mitigate bias (Thompson & Sekaquaptewa, 2002). One study concludes,"Thus, if students’ work is graded without using a rubric (out of 100, with a standard deviation of 15), then grading bias might mean a reduction on average of 5.4 points (out of 100) between groups (bias vs. no bias). With a rubric, the average difference would be trivial, less than one point" (Gerritson in Malouff & Thorsteinsson, 2016). Guidance on developing rubrics can be found in the Sheridan Center library (see e.g., Stevens and Levi’s (2005) work, Introduction to Rubrics) and the Center's online resources.

This resource was authored by Dr. Mary Wright, Associate Provost for Teaching and Learning, Executive Director of Sheridan Center for Teaching and Learning, and Professor (Research) in Sociology, with input from Sheridan Center colleagues.