Abstract
At a time when students enrolling in Canadian universities are increasingly international, it’s important to assess student attitudes towards key aspects of pedagogy. This is one of the first Canadian studies to explore students’ attitudes towards grading. Specifically, it uses Likert scales and written responses to measure and assess whether a cohort of undergraduate university students, many of whom are international, values Pass/Fail grading systems above traditional numerical grades. Findings suggest that students, especially those from overseas, have a strong preference for traditional grading. This is however tempered by the finding that students value written and oral feedback highly, as a way to contextualize traditional grades. The study may be of use to those who assess grading systems, including faculty and administrators. It also offers new data to researchers interested in the Scholarship of Teaching and Learning (SOTL).
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Assessment, Pedagogy, International Students
