Pre-service Teachers’ Perceptions of the Focus on Grades and How They Intend to Respond
The use of grades in assessment is common but debated by educators given its varied consequences for students. The purpose of the present study was: (a) to examine to whom pre-service teachers attribute the focus on grades, and (b) to explore the reasons why pre-service teachers plan to either redu...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Canadian Society for Studies in Education
2022-12-01
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| Series: | Canadian Journal for New Scholars in Education |
| Online Access: | https://journalhosting.ucalgary.ca/index.php/cjnse/article/view/75511 |
| _version_ | 1811198794310615040 |
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| author | Bryce Dueck Jastinne Diaz Lauren Goegan Lia Daniels |
| author_facet | Bryce Dueck Jastinne Diaz Lauren Goegan Lia Daniels |
| author_sort | Bryce Dueck |
| collection | DOAJ |
| description |
The use of grades in assessment is common but debated by educators given its varied consequences for students. The purpose of the present study was: (a) to examine to whom pre-service teachers attribute the focus on grades, and (b) to explore the reasons why pre-service teachers plan to either reduce, or not reduce, the focus on grades in their future classrooms. Pre-service teachers attributed the focus on grades least to teachers and then increasingly to principals, students, school boards, and parents. Pre-service teachers who indicated that they would reduce the focus on grades provided myriad reasons for doing so, which included the drawbacks of competition, cheating, and mental health outcomes. They instead promoted student growth, competence, effort, and intrinsic motivation. Results are discussed through an examination of how pre-service teachers who are critical of grading practices plan to engage with students in their future classrooms. We conclude this paper with suggestions for future research.
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| first_indexed | 2024-04-12T01:36:04Z |
| format | Article |
| id | doaj.art-557db92a5c404e68b0e83646c77bd9ac |
| institution | Directory Open Access Journal |
| issn | 1916-9221 |
| language | English |
| last_indexed | 2024-04-12T01:36:04Z |
| publishDate | 2022-12-01 |
| publisher | Canadian Society for Studies in Education |
| record_format | Article |
| series | Canadian Journal for New Scholars in Education |
| spelling | doaj.art-557db92a5c404e68b0e83646c77bd9ac2022-12-22T03:53:18ZengCanadian Society for Studies in EducationCanadian Journal for New Scholars in Education1916-92212022-12-01132Pre-service Teachers’ Perceptions of the Focus on Grades and How They Intend to RespondBryce Dueck0Jastinne DiazLauren GoeganLia DanielsUniversity of Alberta The use of grades in assessment is common but debated by educators given its varied consequences for students. The purpose of the present study was: (a) to examine to whom pre-service teachers attribute the focus on grades, and (b) to explore the reasons why pre-service teachers plan to either reduce, or not reduce, the focus on grades in their future classrooms. Pre-service teachers attributed the focus on grades least to teachers and then increasingly to principals, students, school boards, and parents. Pre-service teachers who indicated that they would reduce the focus on grades provided myriad reasons for doing so, which included the drawbacks of competition, cheating, and mental health outcomes. They instead promoted student growth, competence, effort, and intrinsic motivation. Results are discussed through an examination of how pre-service teachers who are critical of grading practices plan to engage with students in their future classrooms. We conclude this paper with suggestions for future research. https://journalhosting.ucalgary.ca/index.php/cjnse/article/view/75511 |
| spellingShingle | Bryce Dueck Jastinne Diaz Lauren Goegan Lia Daniels Pre-service Teachers’ Perceptions of the Focus on Grades and How They Intend to Respond Canadian Journal for New Scholars in Education |
| title | Pre-service Teachers’ Perceptions of the Focus on Grades and How They Intend to Respond |
| title_full | Pre-service Teachers’ Perceptions of the Focus on Grades and How They Intend to Respond |
| title_fullStr | Pre-service Teachers’ Perceptions of the Focus on Grades and How They Intend to Respond |
| title_full_unstemmed | Pre-service Teachers’ Perceptions of the Focus on Grades and How They Intend to Respond |
| title_short | Pre-service Teachers’ Perceptions of the Focus on Grades and How They Intend to Respond |
| title_sort | pre service teachers perceptions of the focus on grades and how they intend to respond |
| url | https://journalhosting.ucalgary.ca/index.php/cjnse/article/view/75511 |
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