|
|
| |
| When Grading Less Is Teaching More
Download PDF
|
David Kyle N. Laggui, MAE, LPT
|
Abstract:
The author has found a way to improve the quality of the feedback for learning Mathematics while lessening the time spent providing it to learners. This paper illustrates strategies for making grading more equitable to learning, including balancing accuracy- and effort-based grading, availing oneself of self or peer evaluation, curbing curved grading, and practicing skepticism about the meaning inferred of grades.
|
|
|
| | |