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.
Iowa Science Teachers Journal
© Copyright 2011 by the Iowa Academy of Science
"The Trouble with Grading: From Concealing to Revealing Real Learning,"
Iowa Science Teachers Journal: Vol. 38:
3, Article 5.
Available at: https://scholarworks.uni.edu/istj/vol38/iss3/5