Potential Abstract:
In this study, we explore the concept of emancipatory grading in education, utilizing a Creative Commons approach to challenge naive paradigms existing within traditional grading systems. Emancipatory grading involves shifting the focus from grades as a measure of compliance and performance to grades as a means of empowering students and promoting critical thinking and self-efficacy. By adopting a Creative Commons framework, educators have the opportunity to reimagine assessment practices as collaborative, open, and transparent processes that prioritize student agency and ownership over their learning outcomes. This approach not only challenges the pervasive belief in the objectivity of grading but also disrupts traditional power dynamics in the classroom, allowing for more equitable and inclusive assessment practices.
By examining the implications of using Creative Commons licenses in the context of grading, we seek to understand how such open licensing can foster a culture of sharing and remixing of assessment practices, ultimately leading to more diverse and representative ways of evaluating student learning. Additionally, we explore the potential of emancipatory grading to dismantle the oppressive structures embedded within conventional grading systems, providing a pathway towards more just and liberatory educational experiences for all students.
Potential References:
- The role of emancipatory research in the academy
- Emancipatory Pedagogy: a postcritical response to ‘standard’school knowledge
- Critical emancipatory research approach to enhance performance among progressed learners in life sciences
- Emancipatory research: A synthesis of quantitative evidence
- Challenges of teaching in an emancipatory curriculum
