Troubles with grades,grading, and change: Learning from adventures in alternative assessment practices in teacher education |
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Authors: | Sherie McClam Brian Sevier |
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Institution: | 1. Teacher Education and Higher Education Department, School of Education, The University of North Carolina at Greensboro, Curry Building., PO Box 26170, Greensboro, NC 27402-6170, USA;2. Curriculum & Instruction Department, School of Education, Manhattanville College, 2900 Purchase Street, Purchase, NY 10577, USA |
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Abstract: | In this paper, two teacher educators work to understand their attempts to transform teacher–student relations by altering traditional grading practices. Using actor-network theory, the authors examine the social effects produced across and throughout a school of education when they changed the meaning and significance of grades. Detailed analysis of retrospective reflections (narratives and dialogue) reveals the deeply ingrained and broadly interconnected role that traditional understandings of grades play in defining and stabilizing identities and responsibilities. The specific outcomes here reveal the authors’ complicity in the failure of their own change effort and offer implications for teacher educators attempting change. |
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Keywords: | Teacher education Grades Actor network theory Autoethnography |
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