Teacher as Judge or Partner: The Dilemma of Grades Versus Learning

Abstract

Students are socialized to value grades, sometimes more than learning. Although many teachers are devoted to a learning-centered approach, others signal by their actions a deep-set interest in grading. The authors used a 2 × 2 matrix to analyze potential matches and mismatches between teacher orientation and student orientation. The implications of the mismatches are discussed. The authors suggest dealing with the dilemma by making learning and grading mutually supportive, thus creating a more effective learning environment.

Keywords:

• grading
• learning
• teaching