Teachers Navigating Their Experiences of "Going Gradeless" in Ontario, Canada
Notice bibliographique
Résumé
The purpose of this qualitative study was to explore the experiences of Ontario secondary school teachers, navigating conceptual, pedagogical, cultural and political challenges as they shifted their practice from marks to "gradeless". Twenty-eight teachers from fifteen schools in seven school districts in the province of Ontario in Canada participated in semi-structured, face-to-face interviews. The 28 teachers in this study shared complex journeys of growth and innovation, providing feedback and supporting student learning through use of clear goals, and explicit communication of success criteria. The study provides models of gradeless classroom assessment that range from hidden or deferred marks to four-level rubrics to single-point rubrics to rich descriptive feedback, and from task criteria to curriculum expectations to overarching learning goals. The interviewees described concepts of assessment that centre on the learner, and pedagogical approaches that support student voice and choice. They experienced challenges from the cultural expectations of students, parents and colleagues, but none of the interviewees were restricted by policy requirements from making the changes in assessment practice that they identified as "gradeless", and which serve to support the learning of their students. This study suggests that teachers' conceptual understanding begins with their personal experiences of assessment, is developed through the pedagogy they employ, the cultural influences on their professional and school community, and the policy that underpins their practice. The study demonstrates that when teachers discover processes that improve the achievement of their students, they will persist with the new process even if faced with strong cultural pressure. It suggests that greater communication to, and education of, the school community, parents and students is needed to shift cultural expectations of assessment. The study reveals that given clear policy, grounded in research, teachers can develop stronger conceptual understanding of assessment, and are empowered to move forward, even in the face of strong cultural pressures. Implications for future research in classroom assessment, teacher change, and 21st century learning are further discussed.
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 distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,002 |
| 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 tête enseignante, 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 ».