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      Teaching More by Grading Less (or Differently)

      research-article
      Author(s): * , , †
      Publication date (Print):
      Journal: CBE Life Sciences Education
      Publisher: American Society for Cell Biology

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          Abstract

          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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          The Impact of Classroom Evaluation Practices on Students

          T. Crooks (1988)
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            The use of scoring rubrics: Reliability, validity and educational consequences

            Anders Jönsson, Gunilla Svingby (2007)
            Article 0 comments Cited 134 times – based on 0 reviews     Review now
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              Do students value feedback? Student perceptions of tutors’ written responses

              Melanie Weaver (2006)
              Article 0 comments Cited 123 times – based on 0 reviews     Review now
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                Author and article information

                Journal
                Journal ID (nlm-ta): CBE Life Sci Educ
                Journal ID (hwp): CBE-LSE
                Journal ID (pmc): CBE-LSE
                Journal ID (publisher-id): CBE-LSE
                Title: CBE Life Sciences Education
                Publisher: American Society for Cell Biology
                ISSN (Print): 1931-7913
                ISSN (Electronic): 1931-7913
                Publication date (Print): Summer 2014
                Volume: 13
                Issue: 2
                Pages: 159-166
                Affiliations
                [1]*Department of Biology, De Anza College, Cupertino, CA 95014
                [2] †Department of Biology, San Francisco State University, San Francisco, CA 94132
                Author notes
                Address correspondence to: Jeffrey Schinske ( schinskejeff@ 123456deanza.edu ).
                Article
                Publisher ID: CBE-14-03-0054
                DOI: 10.1187/cbe.CBE-14-03-0054
                PMC ID: 4041495
                PubMed ID: 26086649
                SO-VID: deed17e9-1d02-49fe-b237-a60c63b2be12
                Copyright © © 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).
                License:

                “ASCB®” and “The American Society for Cell Biology®” are registered trademarks of The American Society of Cell Biology.

                History
                Categories
                Subject: Feature
                Subject: Approaches to Biology Teaching and Learning
                Custom metadata
                cover-date June 2, 2014

                ScienceOpen disciplines: Education
                Data availability:
                ScienceOpen disciplines: Education

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