“No-zero” grading policies are becoming more common in US schools. South Carolina is the first state to ban these policies.
Articles on grading
Displaying all articles
Grades can magnify inequities that exist in American schools, making it harder for some students to succeed.
A scholar of grading explains how teachers can do a better job of reporting what grades represent, and what they are for.
Understanding complex and contextual differences in grading across cultures and countries is important. Only in doing so can we interpret student achievement based on grades in a fair and valid way.
Educators need to carefully consider ChatGPT and issues of academic integrity to move toward an assessment system that leverages AI tools.
Grades don’t actually measure learning, and they can increase students’ stress and decrease their motivation. A college professor explains an alternative to grading students’ work.
In a social emergency due to COVID-19, schools are moving into uncharted territory where student assessment will need to flexibly and equitably adapt to changing circumstances.
Top contributors
-
Associate Professor of Teaching and Leadership, University of North Dakota
-
Associate Dean, School of Graduate Studies & Professor, Faculty of Education, Queen's University, Ontario
-
Distinguished Professor, Faculty of Education, Brock University
-
Professor and Director of Assessment and Evaluation Group, Queen's University, Ontario
-
Assistant Professor of Teacher Education, University of Mississippi
-
Professor of English, University of Richmond
-
Deputy Vice-Chancellor, Education, Murdoch University; Professor of Measurement, Assessment and Evaluation, Murdoch University
-
Assistant Professor, Frazer Faculty of Education, Ontario Tech University