走向公平:不分级的经验

Q2 Social Sciences
Marcia Rapchak, Africa S. Hands, Merinda Kaye Hensley
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引用次数: 0

摘要

本文探讨了不分级的实践,这一运动受到越来越多的教师和教授的欢迎,他们认为分级过程是脱节的,有时与他们为学生设定的学习目标背道而驰。我们讨论了美国传统评分系统的局限性,主要是评分受教师偏好的影响,并反映了白人中产阶级的学习理想。在描述不分级对图书馆和信息科学教育的好处时,我们特别关注不分级如何鼓励更公平的课堂环境和学生自主性。采用民族志方法,我们每个人都描述了自己作为教师的演变,以及我们是如何发现并开始实施不分级的,包括影响我们的学者和运动。我们认为,不分级消除了学生和教授之间的一些权力失衡,导致了一个学生对自己的学习负责的环境。最终,我们将不分级视为一种更具包容性的方法,鼓励学习环境中的好奇心、成长和自由。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Moving Toward Equity: Experiences With Ungrading
This paper explores the practice of ungrading, a movement embraced by a growing number of teachers and professors who see the process of grading as disconnected and sometimes counter to the learning goals they have for their students. We discuss the limitations of traditional grading systems in the United States, mainly in the way that grading is subject to instructor preferences and reflective of white, middle-class ideals of learning. Describing the benefits of ungrading for library and information science education, we focus particularly on how ungrading can encourage a more equitable classroom environment and student autonomy. Taking an autoethnographic approach, we each describe our own evolution as teachers and how we discovered and began implementing ungrading, including the scholars and movements that influenced us. We argue that ungrading dismantles some of the power imbalance between students and professors, leading to an environment in which students take responsibility for their own learning. Ultimately, we reflect on ungrading as a more inclusive approach that encourages curiosity, growth, and freedom in the learning environment.
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来源期刊
Journal of Education for Library and Information Science
Journal of Education for Library and Information Science Social Sciences-Library and Information Sciences
CiteScore
1.70
自引率
0.00%
发文量
46
期刊介绍: The Journal of Education for Library and Information Science (JELIS) is a fully refereed scholarly periodical that has been published quarterly by the Association for Library and Information Science Education (ALISE) since 1960. JELIS supports scholarly inquiry in library and information science (LIS) education by serving as the primary venue for the publication of research articles, reviews, and brief communications about issues of interest to LIS educators.
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