What’s in a Grade? Teacher Candidates’ Experiences of Grading in Higher Education
A Phenomenographic Study
Bibliographic Data
| ID | 22042853 |
|---|---|
| Authors | Cormac McGrath (0000-0002-8215-3646, Stockholm University, corresponding author), Ylva Ståhle (Stockholm University), Lena Geijer (0000-0003-2261-8031, Stockholm University) |
| Year | 2021 |
| Volume | 11 |
| Issue | 8 |
| Pages | 422 |
| Publication date | 2021-08-11 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci11080422 |
| OpenAlex | W3189310728 |
| Language | EN |
| Citations received | 2 |
| References cited | 28 |
This study explores teacher candidates’ experiences of grading in higher education. A phenomenographic approach was adopted and four qualitatively different categories were identified. Grading was experienced as: self-identification, motivation, personal interpretation and academic enculturation. The results indicate that teacher candidates accept existing grading systems but have difficulty interpreting and explaining them, illustrating areas of importance in teacher education and argues that if teacher candidates do not perceive genuine differences in the performance of assessing by grade descriptors, there is a risk that they may develop an insufficient understanding of grading practices
Enculturation · Higher education · Mathematics education · Pedagogy · Phenomenography · Political science · Evaluation of Teaching Practices · Psychology · Reflective Practices in Education · Student Assessment and Feedback
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| Unique citing works | 2 |
|---|---|
| Citations per year | 0,67 |
| Citation span | 2023 - 2024 (2) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |