Home > Iowa Academy of Science > Journals & Newsletters > Iowa Science Teachers Journal > Volume 38 > Number 3 (2011)
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