Which grading style could be considered problematic due to personal bias?

The grading style considered problematic due to personal bias is one that is influenced by subjective feelings or preconceived notions about a student. Each of the grading styles highlighted can lead to this type of bias.

Grading with disposition can lead to issues because it focuses on the personal traits or characteristics of the student rather than their actual performance or skills. If an instructor has a favorable or unfavorable opinion about a student, it may cloud the objectivity needed for fair evaluation.

Grading by assumption is also a concern, as it involves making judgments about a student's abilities or work based on past experiences or stereotypes rather than their current work. This can prevent an accurate assessment based on the student’s actual merits.

Grading with "warm and fuzzies," which emphasizes an emotional or overly positive approach, can similarly result in inflated grades that don’t reflect true competence or understanding. This style often overlooks necessary critique and constructive feedback, leading to an inaccurate assessment of a student’s abilities.

Each of these grading styles introduces a risk of bias, making it crucial for instructors to employ more objective methods that focus on measurable outcomes and skills to ensure fair and equitable evaluation of all students.