How Do Non-traditional Grading Practices Promote Student Learning: Perspectives from Two Mathematics Teacher Educators

This qualitative self-study, conducted as a multiple case study, investigated pre-service teachers (PSTs) experiences with non-traditional grading practices (NTGPs) in two mathematics methods courses taught by the authors – one designed for middle-grade PSTs (grades 4–8) and one designed for elementary PSTs (grades Pk-5). Archival data were analyzed through the lenses of pedagogical content knowledge (PCK), self-efficacy, and growth mindset to investigate how PSTs' experiences with the process of NTGPs supported their learning. Additionally, the course instructors sought to explore which strategies promoted the successful implementation of NTGPs. Data comprised PSTs' assignments/artifacts, reflections, and mid-semester and end-of-semester self-reflections as well as instructors' reflections, data spreadsheets, and notes/debriefs from conversations conducted as part of their critical friendship. Thematic analysis was used to examine data independently by case (each course was identified as an independent case), and then, a cross-case analysis was performed, iteratively repeating for each research question. Throughout each course, feedback on assignments was provided via verbal and written comments to support PSTs' growth in learning and understanding. Key findings describe the development of PSTs' PCK through asking questions, unpacking feedback alongside instructors, and applying feedback to initial submissions. The findings show it is necessary to provide clear expectations, timely and detailed feedback, and access to clear rubrics aligned with learning goals and success criteria. PSTs and instructors must be willing to commit to the time required to successfully implement NTGPs. Additional findings show that PSTs can be supported by NTGPs to improve their self-efficacy and growth mindset to develop their PCK due to the reduced stress felt when instructors remove grades. However, more studies investigating NTGPs are required to support these findings. The authors reiterate that NTGPs are a work in progress and reflection is necessary after each implementation to continue to improve one’s practices for future students.