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In:Less Frequently Used Research Methodologies in Applied Linguistics
Edited by A. Mehdi Riazi
[Research Methods in Applied Linguistics 6] 2024
► pp. 246–263

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Chapter 15
Repertory grids

How grades might be interpreted

 | Ohtani High School, Osaka
Published online: 5 January 2024
DOI logo with link
https://doi.org/10.1075/rmal.6.15gro
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.
Article outline
  • 1.Introduction
  • 2.An overview of the study
  • 3.Why was repertory grid technique used? How was it implemented?
  • 4.What challenges were faced? How were the challenges addressed?
  • 5.Insights gained using repertory grid technique
  • 6.Conclusions
  • References
References (25)
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