Large classes are a reality in many tertiary programmes in the South African context and this involves several challenges. One of these is the assessment process, including the provision of meaningful feedback and implementing strategies to support struggling students. Due to large student numbers, multiple-choice questions (MCQs) are often used…

Pertinent research literature recognizes the importance of using multimodalities to enhance and extend ways of learning across the curriculum in such subject areas as literacy, geology, media studies, physical education, social studies and disabilities studies. As an action researcher who constantly seeks ways to improve my own classroom practice,…

This paper reports on an action research project into the development of a "democratic feedback model" with students on an education studies programme at a post-1992 university in the UK. Building on work that has explored the dialogic dimensions of assessment and feedback, the research explored the potential for more…

Many school districts across North America have turned to a framework for curriculum design and instruction called "Understanding by Design." Included in the framework is a call for teachers to create "essential questions" that provocatively ask students to consider and learn the "big ideas and core processes within the…

A high school geometry teacher studied the alternative assessment literature, developed and tried alternative assessments such as portfolios in the classroom, evaluated students' and parents' satisfaction levels with these methods, and got feedback from those involved. While students initially had mixed reactions, over 90% of parents supported…

This paper examines grading policies and the college student culture, as part of an ongoing collaborative study of the socialization of beginning teacher educators on four campuses. Utilizing a combination of participant observation and action research to arrive at a better understanding of grades and the improvement of grading practices, four…

Presents the story of one beginning teacher educator's struggles with grading. She used participant observation and action research to better understand grades and improve her grading practices. The paper examines political, cultural, and ethical contexts of her grading decisions; describes manifestations of grade orientation; and discusses…

Two classroom research studies of fourth graders employed group grading to increase cooperation among group members and mathematics test scores of low achievers. Results indicated that group grading was more effective with students who enjoyed working in groups and who accepted the method of assessment than with students who did not like group…