The Trouble with Grading: From Concealing to Revealing Real Learning

Authors

Joe Bower, Alternative Schools, Red Deer, Alberta

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

Recommended Citation

Bower, Joe (2011) "The Trouble with Grading: From Concealing to Revealing Real Learning," Iowa Science Teachers Journal: Vol. 38: No. 3, Article 5.
Available at: https://scholarworks.uni.edu/istj/vol38/iss3/5