Grading

Last week, there was an Inside Higher Ed article entitled "When Grading Less is More" by Flaherty (which received over 50 comments in two days). In this article, she summarizes thoughts on the topic, and shares the 2014 research, "Teaching More by Grading Less (or Differently)" by Schinske and Tanner. The authors of the 2014 paper suggest strategies for making grading more supportive of learning, including balancing accuracy-based and effort-based grading, using self/peer evaluation, curtailing curved grading, and exercising skepticism about the meaning of grade.

The authors remind us that "just because students generate work does not mean instructors need to grade that work for accuracy. In fact, there is evidence that accuracy-based grading may impede learning." The authors further summarize that "using tools such as rubrics and blind scoring in grading can decrease the variability and bias. Additionally, remembering that grades are likely an inaccurate reflection of student learning can decrease assumptions instructors make about students."

The concept of non-grading has been around for quite some time. You may wish to read an earlier 2009 Inside Higher Ed article Getting Out of Grading by Cathy Davidson - author of Now You See It: How Technology and Brain Science Will Transform Schools.

Schinske, J. & Tanner, K. (2014). CBE—Life Sciences Education ,13, 159–166.