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Collaborative Learning Techniques: A Handbook for College Faculty, 2nd Edition by K. Patricia Cross, Claire Howell Major, Elizabeth F. Barkley

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Chapter 7Grading and Evaluating Collaborative Learning

Although most teachers hope to develop and capitalize on students' intrinsic motivations for learning, they also recognize that grades are the “coin of the realm.” Grades determine who gets admitted into institutions, who graduates from them, who plays on athletic teams, and who qualifies for scholarships. It is partly because grades are so powerful that assigning them is a challenge. McKeachie observes the “heated discussion and cries of dismay” that surround grading (2002, p. 103). Millis and Cottell point out, “When teachers are asked what they most dislike about teaching, a majority of them answer, ‘Grading’” (1998, p. 187). Walvoord and Anderson note, “Grading is the topic faculty ...

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