interpretative phenomenological analysis of high school students' experiences with competency-based learning grading reform efforts
Abstract Traditional grading practices represent an antiquated and inequitable system in education. The reliance of external rewards and punishments embedded into a traditional system of grading runs counter to current research about learning, motivation and feedback (O'Connor, 2009). Additiona...
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| Online Access: | http://hdl.handle.net/2047/D20394203 |