Parent and Teacher Perceptions of Gradeless Assessment and its Relationship with Education Commodification: A Case Study
This qualitative study explores and identifies how parents and teachers address implementation of a gradeless system for teaching primary students English (EFL) and its effects on their academic development as experienced in a private school in Chile. Analysis of interviews and a focus group serves...
| Main Authors: | , |
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| Format: | Article |
| Language: | Spanish |
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Universidad de Costa Rica
2022-01-01
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| Series: | Revista Educación |
| Subjects: | |
| Online Access: | http://www.redalyc.org/articulo.oa?id=44068165031 |
| _version_ | 1797293366928474112 |
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| author | Carolina Pérez-Arredondo Angela Bernales-Carrasco |
| author_facet | Carolina Pérez-Arredondo Angela Bernales-Carrasco |
| author_sort | Carolina Pérez-Arredondo |
| collection | DOAJ |
| description | This qualitative study explores and identifies how parents and teachers address implementation of a gradeless system for teaching primary students English (EFL) and its effects on their academic development as experienced in a private school in Chile. Analysis of interviews and a focus group serves as a basis for obtaining insight about parent and teacher perceptions regarding changing to a gradeless system and how it poses challenges to academic development conceptions and practices. The study specifically focuses on how assessment is linked to the idea of success and the commodification of education through different conceptual metaphors. The data was analysed in light of a Discourse-Historical Approach (Reisigl & Wodak, 2001, 2016) facilitated using corpus linguistics methods (concordance lines and frequency lists). Results indicate clear contradicting perspectives about implementing a gradeless system. On the one hand, parents and teachers alike are concerned about jeopardizing their children’s future academic prospects by depriving them of numerical assessments since they believe that it positively fosters competition among students. On the other hand, parents and teachers are relieved at how embracing a gradeless system has improved their children’s emotional wellbeing. Both stakeholders expressed the negative effects that numerical assessments had on their children and themselves since it led to student competition and, consequently, increased student stress, frustration, and anxiety. Overall, the study strengthens the need to conceptualize EFL education differently to prioritize academic and humanistic formation of individuals over standardized and marketed development. |
| first_indexed | 2024-03-07T20:54:35Z |
| format | Article |
| id | doaj.art-589a4fa63c8d4a75adc6c65fc1071b58 |
| institution | Directory Open Access Journal |
| issn | 0379-7082 2215-2644 |
| language | Spanish |
| last_indexed | 2024-03-07T20:54:35Z |
| publishDate | 2022-01-01 |
| publisher | Universidad de Costa Rica |
| record_format | Article |
| series | Revista Educación |
| spelling | doaj.art-589a4fa63c8d4a75adc6c65fc1071b582024-02-27T20:39:31ZspaUniversidad de Costa RicaRevista Educación0379-70822215-26442022-01-01461115https://doi.org/10.15517/revedu.v46i1.45575Parent and Teacher Perceptions of Gradeless Assessment and its Relationship with Education Commodification: A Case StudyCarolina Pérez-ArredondoAngela Bernales-CarrascoThis qualitative study explores and identifies how parents and teachers address implementation of a gradeless system for teaching primary students English (EFL) and its effects on their academic development as experienced in a private school in Chile. Analysis of interviews and a focus group serves as a basis for obtaining insight about parent and teacher perceptions regarding changing to a gradeless system and how it poses challenges to academic development conceptions and practices. The study specifically focuses on how assessment is linked to the idea of success and the commodification of education through different conceptual metaphors. The data was analysed in light of a Discourse-Historical Approach (Reisigl & Wodak, 2001, 2016) facilitated using corpus linguistics methods (concordance lines and frequency lists). Results indicate clear contradicting perspectives about implementing a gradeless system. On the one hand, parents and teachers alike are concerned about jeopardizing their children’s future academic prospects by depriving them of numerical assessments since they believe that it positively fosters competition among students. On the other hand, parents and teachers are relieved at how embracing a gradeless system has improved their children’s emotional wellbeing. Both stakeholders expressed the negative effects that numerical assessments had on their children and themselves since it led to student competition and, consequently, increased student stress, frustration, and anxiety. Overall, the study strengthens the need to conceptualize EFL education differently to prioritize academic and humanistic formation of individuals over standardized and marketed development.http://www.redalyc.org/articulo.oa?id=44068165031testingformative evaluationenglishstandardizationqualitative analysis |
| spellingShingle | Carolina Pérez-Arredondo Angela Bernales-Carrasco Parent and Teacher Perceptions of Gradeless Assessment and its Relationship with Education Commodification: A Case Study Revista Educación testing formative evaluation english standardization qualitative analysis |
| title | Parent and Teacher Perceptions of Gradeless Assessment and its Relationship with Education Commodification: A Case Study |
| title_full | Parent and Teacher Perceptions of Gradeless Assessment and its Relationship with Education Commodification: A Case Study |
| title_fullStr | Parent and Teacher Perceptions of Gradeless Assessment and its Relationship with Education Commodification: A Case Study |
| title_full_unstemmed | Parent and Teacher Perceptions of Gradeless Assessment and its Relationship with Education Commodification: A Case Study |
| title_short | Parent and Teacher Perceptions of Gradeless Assessment and its Relationship with Education Commodification: A Case Study |
| title_sort | parent and teacher perceptions of gradeless assessment and its relationship with education commodification a case study |
| topic | testing formative evaluation english standardization qualitative analysis |
| url | http://www.redalyc.org/articulo.oa?id=44068165031 |
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