Open AccessJournal Article
From Degrading to De-Grading.
TLDR
A teacher's values and personality can be inferred by asking how he or she feels about giving grades as discussed by the authors, and they may even use surprise quizzes for that purpose, keeping their gradebooks at the ready.Abstract:
YOU CAN TELL A LOT ABOUT a teacher’s values and personality just by asking how he or she feels about giving grades. Some defend the practice, claiming that grades are necessary to “motivate” students. Many of these teachers actually seem to enjoy keeping intricate records of students’ marks. Such teachers periodically warn students that they’re “going to have to know this for the test” as a way of compelling them to pay attention or do the assigned readings— and they may even use surprise quizzes for that purpose, keeping their gradebooks at the ready.read more
Citations
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A Systematic Review of the Impact of Summative Assessment and Tests on Students’ Motivation for Learning
Wynne Harlen,Ruth Deakin Crick,Patricia Broadfoot,Richard Daugherty,John Gardner,Mary James,Gordon Stobart +6 more
TL;DR: This work is a review of the Assessment and Learning Research Synthesis Group (ALRSG) and was conducted following the procedures for systematic review developed by the EPPI-Centre and in collaboration with David Gough and Dina Kiwan.
Journal ArticleDOI
An “Ideology in Pieces” Approach to Studying Change in Teachers’ Sensemaking About Race, Racism, and Racial Justice
TL;DR: This article propose a framework of "ideology in pieces" that synthesizes Hall's theory of ideology and diSessa's (1993) theory of conceptual change to understand the elements of ideological sensemaking and the processes of ideological transformation.
Journal Article
The Case against Grades.
TL;DR: In this paper, a two-step dance of gathering information about how students are doing, and then sharing that information along with their judgments with the students and their parents is described.
Journal Article
The Trouble with Rubrics
TL;DR: For instance, this paper pointed out that it is hardly sufficient to recommend a given approach on the basis of its being better than old-fashioned report cards, and that not all alternative assessments are authentic.
References
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Book
Cooperation and Competition: Theory and Research
TL;DR: One day, you will discover a new adventure and knowledge by spending more money as discussed by the authors. But when? Do you think that you need to obtain those all requirements when having much money? Why don't you try to get something simple at first?
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Autonomy in children's learning: An experimental and individual difference investigation.
TL;DR: Assessment of the effects of motivationally relevant conditions and individual differences on emotional experience and performance on a learning task found that children in the controlling condition experienced more pressure and evidenced a greater deterioration in rote learning over an 8-(+/- 1) day follow-up.
Book
Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A'S, Praise, and Other Bribes
Abstract: Alfie Kohn challenges our reliance on carrot-and-stick psychology in Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A's, Praise, and Other Bribes. This is an intriguing indictment of rewards at work, at school, and at home. "Do this and you'll get that," (Kohn, 1993, p. 3) summarizes the prevailing strategy for managing workers, teaching students, and raising children. Kohn contends that managers, teachers, and parents dangle goodies, from candy bars to sales commissions, in front of people in the same way a pet is trained.
Book
No Contest: The Case Against Competition
TL;DR: In the last fifty years, no one has written a book that explores the very idea of competition and the way it plays itself out in all the varied arenas of human life as discussed by the authors.
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Quality of Learning With an Active Versus Passive Motivational Set
Carl Benware,Edward L. Deci +1 more
TL;DR: The authors found that students who learn in order to teach were more intrinsically motivated, had higher conceptual learning scores, and perceived themselves to be more actively engaged with the environment than those who learned to be examined.