Year: 2025
Type: article
Abstract: current research and teacher anecdotes suggest that traditional grading practices can undermine students' learning and motivation.
Source: Futurum Careers
DOI: 10.33424/futurum625
Author: Karla D. Rivera Caceres
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
Funder: National Science Foundation
OpenAlex ID: W4412755488