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What We Talk about When We Don't Talk about Grades.

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Title: What We Talk about When We Don't Talk about Grades.
Authors: O'Connor, John S.1, Lessing, Avi D.2
Source: Schools: Studies in Education. Fall2017, Vol. 14 Issue 2, p303-318. 16p.
Subject Terms: *Educational equalization, *Educational adequacy, *Educational objectives, *Discrimination in education, *Education of immigrants, Prevention
Geographic Terms: United States
Abstract: In this article, John O'Connor and Avi Lessing discuss their decision to create gradeless classrooms. They reached this decision by witnessing the profound cost grades hold for students and teachers alike. Grades threaten to reduce students to mere scores and teachers to bookkeepers, both groups focused more on grades than learning. By eliminating grades, O'Connor and Lessing observe tremendous benefits, including a greater sense of intrinsic motivation, a more robust approach to revision, increased conversations with their students, and more authentic student-teacher relationships. [ABSTRACT FROM AUTHOR]
Copyright of Schools: Studies in Education is the property of University of Chicago Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: In this article, John O'Connor and Avi Lessing discuss their decision to create gradeless classrooms. They reached this decision by witnessing the profound cost grades hold for students and teachers alike. Grades threaten to reduce students to mere scores and teachers to bookkeepers, both groups focused more on grades than learning. By eliminating grades, O'Connor and Lessing observe tremendous benefits, including a greater sense of intrinsic motivation, a more robust approach to revision, increased conversations with their students, and more authentic student-teacher relationships. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Schools: Studies in Education is the property of University of Chicago Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: Educational objectives
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      – SubjectFull: Discrimination in education
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      – SubjectFull: Education of immigrants
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