Year: 2024
Type: article
Abstract: What’s heard most often when colleagues complain about teaching is dislike of testing and grading. Many love classroom discussions and advising students on projects, but dread having to assess students’ content mastery and discuss grades with them. Three matters appear especially troublesome: (1) the amount of time spent preparing questions and grading them, (2) the trauma of dealing with student complaints when the tests are returned, and (3) the realization that many students are correct when they sometimes assert that our testing methods have little to do with their learning.
DOI: 10.17615/jt5h-dq11
Authors: Lowman, Joseph, Aldrich, Howard
Institution: University of North Carolina at Chapel Hill
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W4401857165