Loewen's book asks students to question authority, and that includes the teacher standing at the front of the room. If a student's essay argues something you find wrong, how do you grade it fairly? Every history teacher faces this eventually.

Bias in grading is rarely dramatic. It shows up as small differences in how generously you read an argument you like and how carefully you audit one you do not. Most teachers do not intend it, and most are not aware of it.

The good news is that a few habits reduce it considerably. They are not complicated, and they work better than good intentions alone. Students notice when grading is fair, and it improves the classroom climate.

Here are habits worth building.

Structural Fixes

Structure protects fairness better than willpower. Anonymous grading, criterion-by-criterion scoring, and a written rubric all limit how much your impression of the student or the position can sway the result. Use as many as you can.

• Hide student names when grading, using numbered papers or the LMS anonymous mode
• Score one criterion at a time across all essays
• Write rubric descriptors that never mention a conclusion
• Re-grade a small random sample to check for drift
• Ask a colleague to score a few essays and compare

The Opposite-Conclusion Test

When you meet an essay you disagree with, ask yourself what you would have written if it made the opposite claim with the same evidence and reasoning. If the score would change, adjust it. This simple check catches many biases.

Also notice your comments. If you write more corrections on essays you disagree with, that is a signal. Aim for a similar level of scrutiny on every paper.

Give Students a Say

Tell students in advance that you grade the argument, not the opinion. Share the rubric and, where possible, an example of a strong essay that takes a position you would not take yourself. That shows you mean it.

Offer a way to ask for a regrade with a written explanation tied to the rubric. It shows students that the standard is public and that you are willing to revisit a score. It also gives you a chance to catch mistakes.

Where Technology Can Help

AI grading tools that apply a rubric consistently can serve as a useful second reader. They do not carry your opinions about a topic into the score, though they have their own limitations and should be checked. Comparing your scores with a rubric-based draft can highlight where your own reading drifted.

Treat the comparison as information, not as a verdict. If a significant gap appears, look at the essay again and decide whether you or the rubric was closer. Over time that habit sharpens both your grading and your rubrics.