Changes in K-12 Grading Research Since 2016
DOI:
https://doi.org/10.32674/yvxznm80Keywords:
grading, standards-based grading, classroom assessmentAbstract
This essay explores additions to the grading research literature observed in the decade since the large review “A Century of Grading Research: Meaning and Value in the Most Common Educational Measure” (Brookhart et al., 2016). Sections discuss studies of traditional grading, the effects of the pandemic on grading, studies of standards-based grading, and studies about rubrics. A final section discusses future directions for grading research.
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