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Journal of Further and Higher Education Volume 40, 2016 - Issue 2
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Articles

To grade or not to grade: balancing formative and summative assessment in post-16 teacher trainee observations

Richard MatthewsSchool of Education, University of Nottingham, Nottingham, UKCorrespondence[email protected]
&
Andrew NoyesSchool of Education, University of Nottingham, Nottingham, UK
Pages 247-261 | Received 02 Dec 2012, Accepted 08 Feb 2014, Published online: 09 Oct 2014

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Read on this site (3)

Annemette Kjærgaard, Julie Buhl-Wiggers & Elisabeth Naima Mikkelsen. (2023) Does gradeless learning affect students’ academic performance? A study of effects over time. Studies in Higher Education 0:0, pages 1-15.
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Chris McMorran & Kiruthika Ragupathi. (2020) The promise and pitfalls of gradeless learning: responses to an alternative approach to grading. Journal of Further and Higher Education 44:7, pages 925-938.
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Stuart Tannock. (2017) No grades in higher education now! Revisiting the place of graded assessment in the reimagination of the public university. Studies in Higher Education 42:8, pages 1345-1357.
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Articles from other publishers (2)

Dan-Anders Normann, Lise Vikan Sandvik & Henning Fjørtoft. (2023) Reduced grading in assessment: A scoping review. Teaching and Teacher Education 135, pages 104336.
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Marjan J B Govaerts, Cees P M van der Vleuten & Eric S Holmboe. (2018) Managing tensions in assessment: moving beyond either–or thinking. Medical Education 53:1, pages 64-75.
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