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 |
|---|---|
| Language: | English |
| Authors: | O'Connor, John S., Lessing, Avi D. |
| Source: | Schools: Studies in Education. Fall 2017 14(2):303-318. |
| Availability: | University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Grades (Scholastic), Teacher Student Relationship, Decision Making, Educational Practices, Learning Processes, Educational Benefits, Student Motivation |
| DOI: | 10.1086/693793 |
| ISSN: | 1550-1175 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2017 |
| Accession Number: | EJ1160172 |
| Database: | ERIC |
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| 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. |
|---|---|
| ISSN: | 1550-1175 |
| DOI: | 10.1086/693793 |
