How Can a Departmental Grade Alignment Policy Impact Teaching and Learning? Perspectives from Instructors and Students
We investigated perceptions of a longstanding undergraduate course grade alignment policy in a large psychology department at a large research-oriented university. Reflexive Thematic Analysis of instructor interviews and student focus groups led to developing six themes revealing the policy’s perce...
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| Auteurs principaux: | , , |
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| Format: | Artigo |
| Langue: | Inglês |
| Publié: |
Society for Teaching and Learning in Higher Education
2026-04-01
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| Collection: | Canadian Journal for the Scholarship of Teaching and Learning |
| Sujets: | |
| Accès en ligne: | https://ojs.lib.uwo.ca/index.php/cjsotl_rcacea/article/view/22506 |
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