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Document Type

Article

Abstract

Traditional grading, such as multiple choice and bubble filling testing, cannot provide the sort of information needed by the teacher to assess a student’s understanding. There is a better way. This article explains the author’s move to break away from traditional grading and replace it with a zero-question project-based assessment strategy.

Publication Date

Fall 2011

Journal Title

Iowa Science Teachers Journal

Volume

38

Issue

3

First Page

18

Last Page

21

Copyright

© Copyright 2011 by the Iowa Academy of Science

Language

en

File Format

application/pdf

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