Classroom Idea-Sparkers: Grading and Student Learning--Ideas for Practice

Autor/in	Wegwert, Joseph C.
Titel	Classroom Idea-Sparkers: Grading and Student Learning--Ideas for Practice
Quelle	In: Childhood Education, 88 (2012) 6, S.413-414 (2 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-4056
DOI	10.1080/00094056.2012.741497
Schlagwörter	Grading; Role; Classroom Techniques; Teaching Conditions; Evaluation Methods; Evaluation Criteria; Selection; Academic Standards + Suchen Sie Ihr Suchwort? Notengebung; Schulnote; Rollen; Klassenführung; Lehrbedingungen; Unterrichtsbedingungen; Auslese
Abstract	Grading is often seen as a point of conflict with students and, in upper elementary and beyond, with parents. It is a chore that consumes time and saps critical levels of energy better used for creative planning and preparation and face-to-face interactions with students. Grading is sometimes referred to as a "necessary evil," yet many teachers have difficulty imagining teaching and learning without the role of grades. This article provides some concrete ideas for teachers to consider as they structure their classroom practices around grading. First, the author offers a central piece of pedagogical advice, then critically examines a dysfunctional myth about students and grades. Finally, the author proposes some specific ideas about grading practices. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10