The authors explore a history of grading and review the literature regarding the purposes and impacts of grading. They then suggest strategies for making grading more supportive of learning, including balancing accuracy-based and effort-based grading, using self/peer evaluation, curtailing curved grading, and exercising skepticism about the meaning of grades
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The authors explore a history of grading and review the literature regarding the purposes and impacts of grading. They then suggest strategies for making grading more supportive of learning, including balancing accuracy-based and effort-based grading, using self/peer evaluation, curtailing curved grading, and exercising skepticism about the meaning of grades