Traditional points-based grading can have negative impacts. As a result, many educators are experimenting with alternative grading practices that are more equitable for students. However, educators often face challenges in implementing equitable grading practices due to a lack of clear, practical descriptions of techniques and the fact that not all techniques are universally applicable. We propose a working group that will address this problem using a three-pronged strategy: conducting a systematic literature review to gather documented techniques, compiling “recipes” or concrete descriptions of these techniques, and publishing them in an open-source, online “playbook” of equitable grading practices as a community resource for educators. This approach aims to make such practices more accessible and adaptable to various classroom situations.