Beyond Reporting Grades in Grade Talk: Narratives About Students’ Paths in Year Four

In this article, the assessment practice known as “grade conference” is analysed using an interactionally oriented narrative approach. The aim to explore grade conference and what it entails for students when executed in their fourth year of compulsory school, part a trial educational reform where receive grades from four instead six. Two cases illustrate way that are positioned ascribed different paths prospects through stories located within conference. Findings show individual responsibilities positions largely evaluated by characteristics these stories. It concluded may influence students’ views potential narratives about discursively make routes more or less viable.