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It addressed whether grading practices can support democratic ideals, whether authentic democratic classroom environments can exist in public schools, and whether traditional grading displaces learning for capitalistic interests. Results suggested that teachers who enact democratic instruction can use grading to reduce students’ reliance on accumulating “capital” for self-achievement. Classroom priorities can shift toward critical thinking, civility, and community.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/democracy-in-grading-practicing-what-we-preach/600035/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/democracy-in-grading-practicing-what-we-preach/600035.png","ImageObject",300,407,{"name":92,"@type":93},"nayy☆","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the study frame the impact of teachers’ grading on students?","Question",{"text":112,"@type":113},"It focuses on how grading influences students’ socio-cultural notions of value and worth, and whether assessment aligns with democratic ideals rather than competing interests.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What can democratic instruction change about the role of grading?",{"text":117,"@type":113},"Teachers who champion democratic instruction can use grading practices to reduce the need for students to accumulate “capital” for self-achievement and redirect priorities toward critical thinking, civility, and community.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the document argue that traditional grades may be problematic?",{"text":121,"@type":113},"It cites educational research suggesting grades fail to reflect true learning or understanding and vary in meaning across teachers, students, classes, and schools.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600035,1792210803,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893153,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Democracy in Grading: Practicing What We Preach  \nJay C. Percell, Illinois State University  \nAbstract  \nThis study examined how teachers’ grading impacts students’ socio-cultural notions of value and worth. At issue was whether teachers can grade in ways that foster democratic ideals; whether authentic democratic environments can truly exist in public school classrooms; and whether or not traditional grading supersedes learning in favor of capitalistic interests. Findings indicated that teachers who champion democratic instruction can use their grading practices to eliminate the need for students to accumulate capital as a means of self-achievement, and can refocus classroom priorities on critical thinking, civility, and promoting a sense of community. One implication of these findings may be that values learned through being assessed and graded in school manifest themselves in students’ social capacities such as civic responsibility, community engagement, and future employment.  \nKeywords: Grading; Democracy; Pedagogy; Classroom Environment  \nThe school is the only institution in our nation specifically charged with enculturating the young into apolitical democracy. The education of teachers must, therefore, be specifically directed toward this end.  \nJohn Goodlad (1991)  \nIntroduction  \nTeachers and teacher educators currently practice in a precarious era for public education. Fraught with financial worries, teacher shortages, and challenging classroom environments, they must also manage maligned policy mandates from the highest powers in the land, some of which seem counterintuitive to the aims of public education (Camera, 2017, July 18) . Simultaneously, our current political landscape appears to have deliberately undermined the democratic practices that we have traditionally championed in this country (Swenson, 2017, July 10) . However, I question whether this undercurrent has less to do with high-powered lobbyists or foreign financial backing than it does with the way in which American students have been taught to assign meaning and value to their work in the ways they are assessed in public school classrooms—and specifically, the ways in which their work is graded.  \nMy institution of higher education proudly states our dedication to “realizing the democratic ideal”—a framework built upon ethical and intellectual commitments, such as: sensitivity toward individual and cultural diversity, respect and appreciation for diverse learners of all ages, a deep knowledge of content, the ability to use technological resources, and a contagious enthusiasm and courage to be creative. The goal of this framework is to prepare dynamic teachers who are reflective practitioners and who will blossom into teacher leaders who embody these same ideals within their classrooms and in their own developing perspectives. Happily, I am continually encouraged and inspired by the zeal of our teacher candidates, and I remain optimistic about their ability to achieve these lofty democratic goals.  \nNonetheless, when I think back to my own schooling, it was hardly democratic. Even asan emerging classroom teacher, I remember employing practices that were far more authoritarian than equitable. Over time, my beliefs about teaching and learning evolved and shifted to more student-centered practices incorporating collaboration, promoting autonomy, and the constantly striving to develop a sense of intrinsic motivation among my students. I began to question traditional grading systems, those solely based upon accumulating points to earn a percentage of the whole. What did those grades and percentages truly mean, and how were they influencing student learning? In this present environment, where democratic classrooms are more desperately needed than ever, I wonder if democracy can ever truly exist in classrooms and schools where traditional grading—and the accumulation of capital as a means to an end—is the ruling order of the day.  \nThe fact that grades do n","cbCaibfVwPEpect1","https://ap.wps.com/l/cbCaibfVwPEpect1","pdf",257246,11,"English","# Abstract\n# Introduction\n## Democratic Ideals and Teacher Education\n## Questioning Traditional Grading\n## Research on the Meaning of Grades\n# Grades as Status Quo","[{\"question\":\"How does the study frame the impact of teachers’ grading on students?\",\"answer\":\"It focuses on how grading influences students’ socio-cultural notions of value and worth, and whether assessment aligns with democratic ideals rather than competing interests.\"},{\"question\":\"What can democratic instruction change about the role of grading?\",\"answer\":\"Teachers who champion democratic instruction can use grading practices to reduce the need for students to accumulate “capital” for self-achievement and redirect priorities toward critical thinking, civility, and community.\"},{\"question\":\"Why does the document argue that traditional grades may be problematic?\",\"answer\":\"It cites educational research suggesting grades fail to reflect true learning or understanding and vary in meaning across teachers, students, classes, and schools.\"}]","Democracy in Grading - Practicing What We Preach | PDF",1792089904,28]