Abstract
This essay explores assessment practices and the ways in which grading can inhibit authentic care and undermine our work as educators seeking to embody the work of Christ in our classrooms. Beginning with an exploration of grading history, the essay reviews the challenges with our current grading models and the detrimental effect grades can have on students and their learning experience. Through reflecting on the concept of transformative care, alternative assessment practices are offered as a way to recognize the injustices associated with grading and shift to models that advocate for greater care and connection with learners. The essay offers suggestions for adjusting our assessment approaches to more fully connect to Christ’s own model of teaching and advocate for an ethic of care in our classrooms.
Recommended Citation
Watts, T.,
&
Flagler, A.
(2024).
Transformative Care Through Alternative Assessment Practices.
International Christian Community of Teacher Educators Journal, 19(2).
DOI: https://doi.org/10.55221/1932-7846.1335