This link has been bookmarked by 21 people . It was first bookmarked on 01 Jun 2008, by Clay Burell.
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March 1999
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Frankly, we ought to be worried for these teachers’ students. In my
experience, the most impressive teachers are those who despise the whole process
of giving grades. Their aversion, as it turns out, is supported by solid
evidence that raises questions about the very idea of traditional grading.
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Denise FranciscoLori shared this article to further our discussion about Assessment for Learning. I invite you to read it and play around with the technology while reading at the same time. You can highlight and "sticky note" ideas while reading and we can all add our thoughts and ideas. Let's give it a try!
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Such teachers periodically warn students that they’re “going to have to know
this for the test” as a way of compelling them to pay attention or do the
assigned readings – and they may even use surprise quizzes for that purpose,
keeping their grade books at the ready. -
Thus, anyone who wants to see students get hooked on words and numbers and ideas
already has reason to look for other ways of assessing and describing their
achievement
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Ben WKohn lays out his argument for abandoning grades and some suggestions for those interested in doing so.
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Susan WaterworthAlifie Kohn
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Joan Vinall-CoxResearch backed and very interesting - "The most destructive form of grading by far is that which is done “on a curve,” such that the number of top grades is artificially limited: no matter how well all the students do, not all of them can get an A. Apart from the intrinsic unfairness of this arrangement, its practical effect is to teach students that others are potential obstacles to their own success. The kind of collaboration that can help all students to learn more effectively doesn’t stand a chance in such an environment."
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Christy TuckerAlfie Kohn on reasons to abolish the current grading system in favor of authentic assessment to focus on learning, rather than grading. Includes a number of citations that would be worth exploring.
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Researchers have found three consistent effects of using
– and especially, emphasizing the importance of – letter or number grades:
1. Grades tend to reduce students’ interest in the
learning itself. -
2. Grades tend to reduce students’ preference for
challenging tasks. - 1 more annotations...
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Clay BurellOutstanding argument, backed by research, against using grades at all. Thanks to Bill Farren and Charlie Roy for this one.
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