Pre-service Teachers’ Perceptions of the Focus on Grades and How They Intend to Respond

Abstract

The use of grades in assessment is common but debated by educators given its varied consequences for students. The purpose of the present study was: (a) to examine to whom pre-service teachers attribute the focus on grades, and (b) to explore the reasons why pre-service teachers plan to either reduce, or not reduce, the focus on grades in their future classrooms. Pre-service teachers attributed the focus on grades least to teachers and then increasingly to principals, students, school boards, and parents. Pre-service teachers who indicated that they would reduce the focus on grades provided myriad reasons for doing so, which included the drawbacks of competition, cheating, and mental health outcomes. They instead promoted student growth, competence, effort, and intrinsic motivation. Results are discussed through an examination of how pre-service teachers who are critical of grading practices plan to engage with students in their future classrooms. We conclude this paper with suggestions for future research.