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EGEDAL ANDREASEN AND KOUSHOLT WITH NEW ARTICLE ON GRADING AND MARGINALIZATION

CfU's associate professor Karen Egedal Andreasen has written an article on grading and marginalization alongside Aarhus University's Kristine Kousholt. They outline grading as a technology and analyze how grading constructs normality and performance affecting students perception of self.

Last modified: 28.03.2022

EGEDAL ANDREASEN AND KOUSHOLT WITH NEW ARTICLE ON GRADING AND MARGINALIZATION

Alongside Associate Professor from Aarhus University, Kristine Kousholt, Associate Professor in CfU, Karen Egedal Andreasen recently had an article published in the newest issue of the Danish-language journal CEPRA-striben. In their article, they outline how grading has come to be an integral part of pedagogical practice in the Danish comprehensive public school (Folkeskolen). They analyze grading and marginalization as technologies paying attention to how normality is constructed.

Conclusively, they illuminate how grading inherently produces students who deviate from the normal distribution and thus objects for concern and intervention. They also describe how grades affect students' potential identity and perception of self. They particularly draw attention to students' feelings about performance and the "truths" grading as a technology establish.

Find the new issue of CEPRA-striben with the article in Danish, by pressing here.

Kousholt and Egedal Andreasen have previously collaborated on the subject of grading as an evaluation practice. They did so with the chapter, "The national tests as a new practice in the Danish public school: meanings in the social community of the classroom" (De nationale test som ny praksis i den danske folkeskole: betydninger i klassens sociale fællesskab) . Find the chapter in the anthology by pressing here.