Ungraded practice tests function as a legitimate mediating practice that empowers learners and redefines the instructor's authority¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Course participants judged practice tests legitimate because the tests, carrying no grading consequences, supported progress toward the certification objective and shifted the instructor from sole authority to facilitator. → Emad 2016

Evidence¶

Emad 2016¶

Emad, G. R., & Roth, W.-M. (2016). Quasi-Communities: Rethinking Learning in Formal Adult and Vocational Education. Instructional Science. https://doi.org/10.1007/s11251-016-9386-9

q2 · i? · qualitative · r2

Ethnographic finding from the mariners' course: test results "had no effect in the final evaluation of the students, which was going to be performed by certification authorities," so students viewed tests as progress indicators rather than ranking tools, in contrast to common school examination practices.

"Our research shows that the course participants judged the testing practice as a legitimate part of their learning processes as it was supporting them to reach their objective."

Discussion¶

Related Claims¶

• Participation in the quasi-community pedagogy was followed by very high success in the certification examination
• Perfect AI execution cannot remove four limits: accuracy does not settle end-setting, safety does not confer legitimacy, detection does not secure integrity, and outputs do not replace participation — related
• Two writing teachers report that decoupling evaluation from grades under a grading contract lets them give blunter feedback that students can weigh, an account with no data reported — related
• Early realization of a shared object/motive bonds adult course participants into a quasi-community — related