Question the status quo through (re)creation, (un)learning, and (re)iteration: Alternative grading in higher education
Notice bibliographique
Résumé
According to bell hooks, education is the practice of freedom—of liberatory practice where the classroom is the “most radical space of possibility in the academy” (1994:12). The classroom is a space ideally designed to disrupt and question the status quo of knowledge production and social responsibility. There is great potential for liberation in education, but we can still observe forms of subjugation, unquestioned obedience, constraint, and oppression. One place oppression shows up is in the traditional grading system. Grades have been shown to reduce risk taking and creativity, be a major stressor, and increase anxiety. This two-phase research project based on teacher interviews and a student survey examined the impact and perceptions of alternative grading in higher education. In Phase 1, 80 semi-structured interviews were conducted with higher education teachers who have implemented alternative grading. They were asked how they define and practice ungrading, what impact ungrading has on stress, and mental health outcomes of college students and educators. Teacher interviews were coded and analyzed to inform the student survey along with direct feedback from participants via a collaborative GoogleDoc. Phase 2 consisted of a Qualtrics survey disseminated to students who attended alternative graded courses across the U.S., Canada, Brazil, and Europe. Students were asked about the benefits and challenges of alternative grading and traditional grading. In addition, they were asked questions about stress as it related to alternative and traditional grading. Qualitative responses were analyzed for this study, n= 370-445). The benefits of alternative grading for students proposed by teachers included reduction in stress, allowing students to focus more on learning than grades, more equitable, and giving students more agency. Teachers often felt more fulfilled and provided a more equitable curriculum. Students responded with feelings of reduced stress, increased agency, and increased focus on learning over grades. In addition, students reported higher levels of stress in traditional courses when compared to their alternatively graded course. Students also reported reviewing feedback more often and found the feedback to be more helpful in alternatively graded courses compared to their traditionally graded courses.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,067 | 0,072 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,001 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,002 | 0,003 |
| Études des sciences et des technologies | 0,008 | 0,032 |
| Communication savante | 0,009 | 0,016 |
| Science ouverte | 0,002 | 0,009 |
| Intégrité de la recherche | 0,003 | 0,006 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».