WHEN GRADING LESS IS TEACHING MORE.

ORIGINAL SOURCE
Originally published in TECHNICAL SCIENCE RESEARCH IN UZBEKISTAN; Vol. 1 No. 2 (2023): TECHNICAL SCIENCE RESEARCH IN UZBEKISTAN; 14-19.
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David, Kyle (2023) WHEN GRADING LESS IS TEACHING MORE. TECHNICAL SCIENCE RESEARCH IN UZBEKISTAN; Vol. 1 No. 2 (2023): TECHNICAL SCIENCE RESEARCH IN UZBEKISTAN; 14-19.

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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.

Item Type: Article
Additional Information: Imported from Technical Science Research in Uzbekistan
SWORD Depositor: Admin User
Depositing User: Admin User
Date Deposited: 21 Sep 2026 22:57
Last Modified: 21 Sep 2026 22:57
URI: https://universalpublishings.uz/id/eprint/858

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