Chapter 15Repertory grids
How grades might be interpreted
Recent literature suggests that
classroom-based assessment should perhaps work from a different
set of assumptions than large-scale testing. This idea is
explored through RGT by asking how seven teachers, each with a
unique approach to teaching and assessment, create their grades
in a multi-faculty undergraduate EFL course in Japan. In an
interview, the researcher asked each teacher to compare a sample
of their own students achieving different grades, demonstrating
the teachers’ constructs for teaching and assessment. These were
then analyzed, and subject to a form of content analysis used in
RGT. The process revealed that, although the assessment approach
used by each teacher differed, the grade reflected similar
underlying teaching values that seemed to be legitimate
expressions of the framework provided by the institution.
- 2.An overview of the study
- 3.Why was repertory grid technique used?: How was it implemented?
- 4.What challenges were faced?: How were the challenges addressed?
- 5.Insights gained using repertory grid technique
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