Equal and fair grading is crucial for the grading system to be perceived as legitimate by society and for the selection to higher education to be legally secure for the student. In a grading system where the teacher has a high degree of autonomy in the grading process, demands are placed on the teacher's integrity and professionalism. This systematic literature study examines which assessment and grading practices can strengthen equal and fair grading, and which difficulties may arise in the tension between the student's legal security and the teacher's professionalism. The study is based on an organizational justice theory with three different perspectives: distributive justice, procedural justice, and interpersonal justice. The main result of the study is that relational and caring assessment and grading practices, a collective interpretation of the grading criteria at national level, and high validity and reliability in the assessment method are strengthening for equal and fair grading. In addition, difficulties arise regarding teachers' assessment and grading practices when the teacher's role as grader is questioned, and the grading process is influenced by internal or external factors. This has consequences for the student's legal security since the teacher's professional judgment stands as the sole guardian of maintaining it. The conclusion is that grading systems that aspire to be equal and fair need principles for how the balance between individual and impartial assessments should be applied.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:su-228831 |
| Date | January 2024 |
| Creators | Naumanen, Hampus |
| Publisher | Stockholms universitet, Institutionen för pedagogik och didaktik |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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