Open AccessGrading in a Dilemmatic Space : An Exploratory Cross-cultural Analysis of Mathematics and Language Secondary Teachers
Author(s) -
Raphaël Pasquini,
Chris Deluca
Publication year - 2021
Publication title -
comparative and international education
Language(s) - English
Resource type - Journals
ISSN - 2369-2634
DOI - 10.5206/cieeci.v50i1.14133
Subject(s) - grading (engineering) , negotiation , mathematics education , exploratory research , psychology , pedagogy , sociology , social science , engineering , civil engineering
Numerous studies have shown that grading is a complex process that involves negotiating technical, social, and ethical factors. While previous research has primarily focused on the reliability, composition, and validity of teachers’ grades, few studies have examined grading practices across cultural contexts and teaching subjects. The purpose of this exploratory study was to analyze how culture and teaching subject influence teachers’ grading dilemmas. Based on individual and group interviews with 11 Canadian and eight Swiss teachers, and using a “dilemmatic space” conceptual framework, this article inductively identified five dilemmatic spaces across cultural contexts and teaching subjects. The paper concludes with a discussion of the cross-cutting dimensions across these five dilemmatic spaces and articulates implications for future research and practice.