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ERIC Number: EJ1029475
Record Type: Journal
Publication Date: 2014-Jun
Pages: 8
Abstractor: ERIC
Reference Count: 71
ISBN: N/A
ISSN: ISSN-1931-7913
Teaching More by Grading Less (or Differently)
Schinske, Jeffrey; Tanner, Kimberly
CBE - Life Sciences Education, v13 n2 p159-166 Jun 2014
This article explores a brief history of grading in higher education in the United States. Authors, Schinske and Tanner then follow up with considerations of the potential purposes of grading and insights from research literature that has explored the influence of grading on teaching and learning. Schinske and Tanner then ask: Does grading provide feedback for students that can promote learning? How might grades motivate struggling students? What are the origins of norm-referenced grading--also known as curving? To what extent does grading provide reliable information about student learning and mastery of concepts? The authors end by offering four potential adjustments to the general approach to grading in undergraduate science courses that instructors might consider.
American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Publication Type: Journal Articles; Reports - Evaluative; Information Analyses
Education Level: Higher Education; Postsecondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A