Perceptions of “going gradeless” a case study of a master’s programme in the education field
Purpose – The purpose of this research is to explore the perceived concept of “going gradeless” among education master’s students and academics within a Hong Kong university. This study aims to explore differing perspectives on “going gradeless” and identify the key potential issues associated with...
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| Format: | Article |
| Language: | English |
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Emerald Publishing
2025-06-01
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| Series: | Higher Education Evaluation and Development |
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| Online Access: | https://www.emerald.com/insight/content/doi/10.1108/HEED-09-2024-0041/full/pdf |
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| Summary: | Purpose – The purpose of this research is to explore the perceived concept of “going gradeless” among education master’s students and academics within a Hong Kong university. This study aims to explore differing perspectives on “going gradeless” and identify the key potential issues associated with its implementation in higher education. Design/methodology/approach – The research employed a qualitative method using purposive sampling to select participants for semi-structured focus interviews, and the sample consisted of nine education master’s students and two academics. The data collected from these interviews were systematically analyzed using NVivo software, and the codes were developed into themes within the participants' perceptions of “going gradeless.” Findings – The findings reveal that students and academics view going gradeless differently. Students have mixed feelings about a gradeless system. Most recognize the problems associated with an overemphasis on grades and the potential benefits of going gradeless, and they also express concerns about the personal advantages of recognized credentials, differentiation from peers and resistance to implementation. Conversely, academics call for a change in grading policy, citing the negative impact of grade-driven approaches on learning. However, they also raise concerns about institutional and cultural factors that could pose challenges to a gradeless system. Originality/value – This paper contributes to the underexplored area of gradeless learning in higher education, particularly within Confucian societies. By revealing differing perspectives between students and academics, offering critical considerations for policymakers and educators seeking to reform grading practices and enhance learning outcomes. |
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| ISSN: | 2514-5789 2514-5797 |