Exit Nov 6

For the initial stage of my inquiry, I started searching on Google Scholar using keywords such as “alternative grading policies,” “assessment reliability,” and “test grading schemes.”  These searches helped me locate readings that connect to my inquiry about how assessment systems can balance accuracy with student well-being.

One source I found was Grading for Growth by David Clark and Robert Talbert (2023). This book discusses how traditional grading systems often fail to reflect authentic learning and instead create unnecessary competition and anxiety among students. What drew me to this source is its discussion of “alternative grading systems” such as standards-based grading and specifications grading, which prioritize feedback and revision rather than single high-stakes evaluations. 

Another article that caught my attention was A Review of the Literature on Marking Reliability by Meadows and Billington (2005). This review goes over issue of marking reliability, explaining how even standardized tests can vary widely between examiners and test conditions. It suggests that “objective” grading through tests may not always be as reliable or consistent as we assume which is one of the motivations for my inquiry. 

Moving forward, I think I may look into alternative assessment methods too if I have the time and room.

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