Feedback-Focused Grading in a Teacher Preparation Program

• In Event: Examining Assumptions Underlying Teaching Standards and Practices: A Focus on Equity

Abstract

Letter grades are used to quantify learning. However, at times, they do not equate to high levels of understanding (i.e., C, D, F). This can be especially problematic for students acquiring professional skills (i.e., pre-service teachers). Moreover, such ranking systems have been shown to generate anxiety and, as a result, reduce learning. Mastery Learning (ML) (Bloom, 1968) and binary grading options offer possible solutions to these dilemmas. Hence, in line with Verdinelli and Gentile’s (2003) work, this qualitative study captures the experiences of pre-service teachers while being taught and evaluated using ML. The participants experienced reduced stress and anxiety, a positive shift in mental health, and an increase in learning. Thus, the paper discusses important emotional, academic, and pedagogical implications.

Authors

• Joyce Lee Yang, Biola University

• Luciano Cid, Biola University

• Ruby Lin, Biola University