title: Teaching More by Grading Less (or Differently).
abstract: When we consider the practically universal use in all educational institutions of a system of marks, whether numbers or letters, to indicate scholastic attainment of the pupils or students in these institutions, and when we remember how very great stress is laid by teachers and pupils alike upon these marks as real measures or indicators of attainment, we can but be astonished att he blind faith that has been felt in the reliability of the marking systems.
authors.affiliation: *Department of Biology, De Anza College, Cupertino, CA 95014 schinskejeff@deanza.edu.
authors.forename: Jeffrey
authors.initials: J
authors.lastname: Schinske
authors.affiliation: Department of Biology, San Francisco State University, San Francisco, CA 94132.
authors.forename: Kimberly
authors.initials: K
authors.lastname: Tanner
mesh_terms: D004500:Education, Graduate; D004521:Educational Measurement / Q000266:history; D049672:History, 19th Century; D049673:History, 20th Century; D049674:History, 21st Century; D007858:Learning; D009042:Motivation; D013334:Students / Q000523:psychology; D013663:Teaching / Q000266:history / Q000379:methods*