Research has found three consistent effects of traditional marks: students think less creatively, they lose interest in what they’re learning, and they try to avoid challenging tasks. Thus, rather than trying to improve techniques for grading, we should be looking for alternatives - and rather than complaining that too many students are getting top marks, we should be worried that too many students think that getting top marks is the point of school. Ultimately, though, why we evaluate students is at least as important as how we do so. Even alternative assessment may fall short if the point is to sort students or “motivate” them to get a particular rating. Alfie Kohn discusses how feedback can be constructive and informational, part of a learner-centered environment, as well as strategies by which teachers can minimize the harms of letter and number grades while they still exist.
Alfie Kohn:
Alfie Kohn writes and speaks widely about education, parenting, and human behavior. He is the author of 14 books, including PUNISHED BY REWARDS, BEYOND DISCIPLINE, UNCONDITIONAL PARENTING, THE HOMEWORK MYTH, and THE SCHOOLS OUR CHILDREN DESERVE. Kohn's criticisms of rewards and competition have helped to shape the thinking of educators - as well as parents and managers - across the globe. A popular U.S. magazine described him as America's “most outspoken critic of education’s fixation on grades and test scores.” He lectures all over the world widely and has been featured on numerous TV programs, including two appearances on “Oprah.” Kohn lives (actually) in Boston and (virtually) at

5th September 2020
EST 8:30 am | London 1:30 pm | Dubai 4:30 pm | IST 6:00 pm | Hong Kong 8:30 pm | Melbourne 10:30 pm
Duration 90 Minutes
USD 75
Micro Learning Certificate
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