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Chapter 15. Repertory grids

How grades might be interpreted

Abstract

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.

Abstract

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.

Chapters in this book

  1. 日本言語政策学会 / Japan Association for Language Policy. 言語政策 / Language Policy 10. 2014 i
  2. Table of contents v
  3. Chapter 1. Introduction 1
  4. Chapter 2. The Multiperspectival Approach to Applied Linguistic research 9
  5. Chapter 3. Implementing the Multiperspectival Approach (MPA) 30
  6. Chapter 4. Multimodality 49
  7. Chapter 5. Applying multimodal analysis 68
  8. Chapter 6. Conversation analysis 83
  9. Chapter 7. Doing conversation analysis 111
  10. Chapter 8. Grounded Theory 127
  11. Chapter 9. Applications of Grounded Theory in the field of Extensive Reading 149
  12. Chapter 10. Phenomenology 162
  13. Chapter 11. Phenomenology 180
  14. Chapter 12. Narrative inquiry 191
  15. Chapter 13. Narrative inquiry 206
  16. Chapter 14. Repertory grids 224
  17. Chapter 15. Repertory grids 246
  18. Chapter 16. Challenges and contributions of less frequently used methodologies 264
  19. Index 273
Less Frequently Used Research Methodologies in Applied Linguistics
This chapter is in the book Less Frequently Used Research Methodologies in Applied Linguistics
https://doi.org/10.1075/rmal.6.15gro

Chapters in this book

  1. 日本言語政策学会 / Japan Association for Language Policy. 言語政策 / Language Policy 10. 2014 i
  2. Table of contents v
  3. Chapter 1. Introduction 1
  4. Chapter 2. The Multiperspectival Approach to Applied Linguistic research 9
  5. Chapter 3. Implementing the Multiperspectival Approach (MPA) 30
  6. Chapter 4. Multimodality 49
  7. Chapter 5. Applying multimodal analysis 68
  8. Chapter 6. Conversation analysis 83
  9. Chapter 7. Doing conversation analysis 111
  10. Chapter 8. Grounded Theory 127
  11. Chapter 9. Applications of Grounded Theory in the field of Extensive Reading 149
  12. Chapter 10. Phenomenology 162
  13. Chapter 11. Phenomenology 180
  14. Chapter 12. Narrative inquiry 191
  15. Chapter 13. Narrative inquiry 206
  16. Chapter 14. Repertory grids 224
  17. Chapter 15. Repertory grids 246
  18. Chapter 16. Challenges and contributions of less frequently used methodologies 264
  19. Index 273
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