Education Commons^™

Using Institutional Ethnography To Illuminate The Contested Space Of Grading, Sharon Ultsch

Graduate College Dissertations and Theses

A plethora of research has documented the detrimental effects of assigning grades, A-F, to student work as well as the inherent inequities embedded in this century-old assessment practice that persists in the majority of US higher education institutions. Coupled with the ubiquitous Grade Point Average (GPA) and prevailing neoliberal audit culture in HEI, grades serve to maintain a social hierarchy veiled by the myth of meritocracy and objectivity. The goal of this study was to investigate how grades operate as a text to mediate social relations and how faculty participate in the social organization of ruling regimes, often unknowingly. This …