Reduced Grading in Assessment: A Scoping Review

• In Event: Evolving Approaches to Classroom Assessment

Abstract

Increasingly, educators are reducing grading or exchanging grades with feedback. This scoping review traces the origins of reduced grading in assessment and maps research on the phenomenon. Using citation mapping and qualitative content analysis, and drawing on a theory of action perspective, we explore how reduced grading is conceptualized in the research literature. Citation mapping uncovered two clusters of studies: in primary or secondary education and in higher education. The content analysis revealed four categories: contextual conditions, rationales, implementation, and consequences of reduced grading. To conclude, reduced grading is conceptualized in various ways and is supported by various rationales; the research field is split into two subdomains. We discuss the implications for practitioners and researchers.

Authors

• Dan-Anders Normann, Norwegian University of Science and Technology
  Presenting Author

• Henning Fjørtoft, Norwegian University of Science and Technology
  Presenting Author

• Lise Vikan Sandvik, Norwegian University of Science and Technology
  Non-Presenting Author