Abstract
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.
Highlights
More than 10 years after the introduction of the Bologna agreement in Sweden, the reform has arguably had an impact on teachers’ assessment practices as well as students’approaches to learning
We identify that the students’ experiences of grading in higher education are related to two predominant aspects; grades, and grade descriptors
This study demonstrates teacher candidates’ understanding of grading practices in higher education, suggesting that while teacher candidates accept the existing grading system, they have difficulty in explaining its finer points
Summary
More than 10 years after the introduction of the Bologna agreement in Sweden, the reform has arguably had an impact on teachers’ assessment practices as well as students’approaches to learning. Bologna involves the implementation of a three-cycle higher education system, a mutual recognition of qualifications and learning periods completed at other universities, as well as an implementation of a system of quality assurances in order to strengthen the relevance of learning outcomes in higher education [1]. It continues to be adopted in diverse ways and in adherence to local reform efforts and outcomes. Universities in Sweden, for example, interpret differently how to implement the Bologna agreement, and how to articulate learning outcomes to students. Our own experiences as university teacher educators suggests that few university teachers have formal training in assessing and grading student work, and the knowledge and conceptions of grading practices is often a result of trial-and-error
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
