Jesse Stommel tweet grades are not good incentive or effective feedback, not good markers of learning, encourage competitiveness over collaboration, pit students and teachers against each other, mechanisms of institutional control

Equitable Assessment Inquiry Continues with Ungrading in the Classroom Design Lab

  In “The Trouble with Rubrics,” Alfie Kohn writes, “Research shows three reliable effects when students are graded: They tend to think less deeply, avoid taking risks, and lose interest in the learning itself.”  Traditional grading methods can be barriers to students, particularly those who are historically underrepresented, in staying on the path and persisting […]

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