Abstracts
Abstract
Critics of the neoliberal university argue that grading undermines student learning. In this article, I survey the literature in order to ascertain whether such critiques are supported by pedagogical research. Investigating the relationship between grading and motivation, feedback, and autonomy, respectively, I conclude that grades most often do undercut learning. I explore the implications for instructors at Canadian universities, suggesting that abandoning grades is currently neither feasible nor best for students. I propose pragmatic adaptations to common grading practices that better promote learning and conclude that the implementation of less grade-centric assessment strategies is not only the best way to support student learning but also a way to challenge and mitigate the influences of neoliberal ideology in higher education.
Keywords:
- grading,
- assessment,
- motivation,
- autonomy,
- neoliberal,
- post-secondary,
- formative feedback
Résumé
Les critiques de l’université néolibérale affirment que l’évaluation compromet l’apprentissage. Ici, je complète un survol de la littérature pour déterminer si de telles critiques sont soutenues par des recherches. En étudiant la relation entre l’évaluation, la motivation, les commentaires d’évaluation et l’autonomie, je conclus que les notes ont un impact négatif sur l’apprentissage. J’explore les implications pour les enseignants des universités canadiennes, en suggérant que renoncer aux notes n’est ni faisable ni optimal pour les étudiants. Je propose des adaptations pragmatiques aux pratiques courantes qui favorisent davantage l’apprentissage et je conclus que des stratégies d’évaluation moins centrées sur les notes ne sont pas seulement la meilleure façon de soutenir l’apprentissage des étudiants, mais aussi atténuent l’influence de l’idéologie néolibérale.
Mots-clés :
- noter,
- néolibéral,
- enseignement supérieur,
- évaluation,
- motivation,
- autonomie,
- commentaires d’évaluation formative
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Appendices
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