Teaching More by Grading Less (or Differently)

The authors explore a history of grading and review the literature regarding the purposes and impacts of grading. They then suggest strategies for making grading more supportive of learning, including balancing accuracy-based and effort-based grading, using self/peer evaluation, curtailing curved gr...

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Detalles Bibliográficos
Autores principales: Schinske, Jeffrey, Tanner, Kimberly
Formato: Online Artículo Texto
Lenguaje:English
Publicado: American Society for Cell Biology 2014
Materias:
Feature
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4041495/
https://www.ncbi.nlm.nih.gov/pubmed/26086649
http://dx.doi.org/10.1187/cbe.CBE-14-03-0054
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author Schinske, Jeffrey
Tanner, Kimberly
author_facet Schinske, Jeffrey
Tanner, Kimberly
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description The authors explore a history of grading and review the literature regarding the purposes and impacts of grading. They then suggest strategies for making grading more supportive of learning, including balancing accuracy-based and effort-based grading, using self/peer evaluation, curtailing curved grading, and exercising skepticism about the meaning of grades.
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spelling pubmed-40414952014-06-06 Teaching More by Grading Less (or Differently) Schinske, Jeffrey Tanner, Kimberly CBE Life Sci Educ Feature The authors explore a history of grading and review the literature regarding the purposes and impacts of grading. They then suggest strategies for making grading more supportive of learning, including balancing accuracy-based and effort-based grading, using self/peer evaluation, curtailing curved grading, and exercising skepticism about the meaning of grades. American Society for Cell Biology 2014 /pmc/articles/PMC4041495/ /pubmed/26086649 http://dx.doi.org/10.1187/cbe.CBE-14-03-0054 Text en © 2014 J. Schinske and K. Tanner. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0). “ASCB®” and “The American Society for Cell Biology®” are registered trademarks of The American Society of Cell Biology.
spellingShingle Feature
Schinske, Jeffrey
Tanner, Kimberly
Teaching More by Grading Less (or Differently)
title Teaching More by Grading Less (or Differently)
title_full Teaching More by Grading Less (or Differently)
title_fullStr Teaching More by Grading Less (or Differently)
title_full_unstemmed Teaching More by Grading Less (or Differently)
title_short Teaching More by Grading Less (or Differently)
title_sort teaching more by grading less (or differently)
topic Feature
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4041495/
https://www.ncbi.nlm.nih.gov/pubmed/26086649
http://dx.doi.org/10.1187/cbe.CBE-14-03-0054
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