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ERIC Number: EJ585547
Record Type: CIJE
Publication Date: 1999
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-1070-9533
From Degrading to De-Grading.
Kohn, Alfie
High School Magazine, v6 n5 p38-43 Mar 1999
Researchers have found three consistent effects of stressing letter or number grades. Grades reduce students' interest in learning, preference for challenging tasks, and thinking quality. Grades distort curriculum, waste time, encourage cheating, and spoil interpersonal relationships. Invisible grading is a compromise. Authentic assessment opens up exciting possibilities. (26 references) (MLH)
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A