This article examines writing instructors’ processes for creating grading systems through the lens of liberatory design, an offshoot of the popular design thinking framework that focuses on creating equity‐focused responses to complex problems. It uses a thematic analysis method to analyze seventeen interviews with writing instructors. The results indicate that instructors already use various design‐based practices to create grading systems. However, the analysis also demonstrates opportunities to build stronger connections between these practices, to center student voices, and to approach the design problem more creatively. The article closes by illustrating potential liberatory design practices for creating grading systems.

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