The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Working toward Self-Evaluation
Abstract
I have not met many educators who say that they enjoy the assessment and grading of learners’ work, or find it rewarding. In my research on authentic teaching, when I asked participants what they did not like about teaching, the most common response was that they did not like grading. It was not that they minded giving feedback or comments; most people found giving feedback to be a natural and satisfying part of their practice, but they did not like “giving grades.” They worried about fairness, subjectivity, and the power inherent in being the one who judges the work of another person. They worried about “giving grades” acting as an obstacle to a genuine relationship with their learners, and they worried about students being focused on “getting grades” rather than learning.
Related Content
|
Sunil Ramlall, Ted Cross, Michelle Love.
© 2022.
13 pages.
|
|
Huri B. Kose, Isha Kalanee, Yetkin Yildirim.
© 2022.
13 pages.
|
|
Zeynep Merve Ünal.
© 2022.
28 pages.
|
|
Sharon Kehl Califano.
© 2022.
16 pages.
|
|
Miary Andriamiarisoa.
© 2022.
23 pages.
|
|
Matthew Williwam Hurtienne.
© 2022.
17 pages.
|
|
Emily Guetzoian.
© 2022.
18 pages.
|
|
|