What We Talk about When We Don't Talk about Grades

Autor/inn/en	O'Connor, John S.; Lessing, Avi D.
Titel	What We Talk about When We Don't Talk about Grades
Quelle	In: Schools: Studies in Education, 14 (2017) 2, S.303-318 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1550-1175
Schlagwörter	Grades (Scholastic); Teacher Student Relationship; Decision Making; Educational Practices; Learning Processes; Educational Benefits; Student Motivation + Suchen Sie Ihr Suchwort? Notenspiegel; Teacher student relationships; Lehrer-Schüler-Beziehung; Decision-making; Entscheidungsfindung; Bildungspraxis; Learning process; Lernprozess; Bildungsertrag; Schulische Motivation
Abstract	In this article, John O'Connor and Avi Lessing discuss their decision to create gradeless classrooms. They reached this decision by witnessing the profound cost grades hold for students and teachers alike. Grades threaten to reduce students to mere scores and teachers to bookkeepers, both groups focused more on grades than learning. By eliminating grades, O'Connor and Lessing observe tremendous benefits, including a greater sense of intrinsic motivation, a more robust approach to revision, increased conversations with their students, and more authentic student-teacher relationships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01