Grading in a Dilemmatic Space: An Exploratory Cross-cultural Analysis of Mathematics and Language Secondary Teachers
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Date
2021-07-28Langue de la référence
AnglaisEntité(s) de recherche
Résumé
Numerous studies have shown that grading is a complex process that involves negotiating technical, social, and ethical factors. While previous research has primarily focused on the reliability, composition, and validity of teachers’ grades, few studies have examined grading practices across cultural contexts and teaching subjects. The purpose of this exploratory study was to analyze how culture and teaching subject influence teachers’ grading dilemmas. Based on individual and group interviews with 11 Canadian and eight Swiss teachers, and using a “dilemmatic space” conceptual framework, this article inductively identified five dilemmatic spaces across cultural contexts and teaching subjects. The paper concludes with a discussion of the cross-cutting dimensions across these five dilemmatic spaces and articulates implications for future research and practice.Titre du périodique
Education comparée et internationale / Comparative and International EducationMaison d’édition
Comparative and International Education Society of CanadaPays d'édition
Canadae-ISSN
2369-2634Evaluation par les pairs (peer reviewing)
ouiVolume / tome
49 / 2Pagination
51-70URL permanente ORFEE
http://hdl.handle.net/20.500.12162/5004La publication existe uniquement sous forme électronique
ouiDocument(s) associé(s) à la référence
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