The Distribution of Power in the Grading Entanglement

• In Event: Fairmont Roundtable Session Four
  In Roundtable Session: Interrogating Truth and Knowledge in Curriculum Legislation and Policy (Table 1)

Abstract

After time spent reading scholarship on the negative impact of traditional grading practices, we decided to try non-traditional grading practices in our courses. We engaged in several semesters of post-qualitative research on the evolution and impact of our practices. As we have continued to read, theorize, and talk to students and critical friends, we began to think about the role of power in grades and grading. In this paper, we share our struggles as we think about what we have come to understand about power in our own grading practices. We conclude that the only way to impact that teacher-student power dynamic within a class as it relates to grades is to abolish grading practices at all levels.

Authors

• Kirsten Robbins, SUNY - College at Oneonta
  Presenting Author

• Rebecca D. Brown, Ball State University
  Presenting Author