The meaning of grades based on faculty and student metaphors

Communication about grades is a common source of anxiety and frustration for students and teachers alike. This study investigated one possible source of grade‐related conflict, viz., the differing perceptions students and teachers hold on what grades “mean.” The researchers analyzed 164 metaphors drawn from responses to two prompts: “What do grades mean to you ? “ and “Grades are like_____” in order to map the range of cognitive and affective meanings students and teachers assign to grades. Results of the study confirm stark differences between the two groups' perceptions of grades while underscoring the value of metaphor analysis as a tool for elucidating respondents' deeply felt central meanings.