Wow. just wow. Ever heard of a scoring Rubric?
You mean me writing a list of things that I expect my students to know? That may or may not match up with what my students actually produced. Don't get me wrong. I know what I talked about in my lectures. What did my students actually get from it? Don't know.
If I write a scoring rubric, there's a chance that all of my students might fail, or all of my students might get straight As (neither of which, to my mind, is a reasonable alternative). I mean, implicitly, there is something like a "scoring rubric" that I have in mind. If I said A, but the student didn't talk about A, then the student has deviated from the ideal. That doesn't mean that his or her grade should suffer, though. Maybe nobody got that point.
The problem, Alate_One, is that you simply have no concept of prudence. Human beings don't live and breathe in universals. They live and breath in and deal with particular circumstances.
How does a student know what is "better" if you don't tell them?
I do. The ideal is what I wrote in my lectures, talked about in class, made them read in the books, and wrote either in my general commentary on the papers for the whole class or in the particular criticisms of particular papers for particular students.
That may or may not match up to what this student, or even what any student, actually wrote.
And you should be trying to eliminate as much of such biases as you can.
Why? Give me a student's paper, and I can present you rational, coherent arguments as to why the student deserves anything from an F to an A.
Ultimately, this is why most of my grading comes from objective questioning. But still, there's no injustice in my "subjective" grading of essays and papers. Given the circumstances, the student deserved a B. Could I have given him a C or an A? Sure. But those were not the circumstances in which I was dealing. I was sober (so much worse for the student). It was the 5th paper that I graded, and I didn't feel like giving it a second look later.
Did I owe it to the student to get intoxicated, to grade his paper first or to give his paper a second look later?
No.
That's different. The question is, do you try to make your criteria for grading similar? Or do you just "feel" something is one grade or another? It will be somewhat imperfect because we are human beings but it sounds like you're moving beyond that.
It's a case by case basis. And it has nothing to do with white or black, hispanic or asian, male or female. It's all about what I'm grading right at that moment in these particular circumstances.
That's probably true for most professors.
The point is the white guys are given a pass and black persons arnot. If you'd actually watched a video, two black persons SLEEPING in a car received 911 calls. What precisely were they guilty of?
I only watched parts of the first video. It's not reasonable to expect me, Alate_One, to put 45 minutes of watching youtube videos (when I just as easily could be watching pewdiepie or jacksepticeye) just to answer your points. If you have a case, briefly state it.
Fairness means being treated equally.
I disagree. Fairness has nothing to do with equality; it has everything to do with equity.