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“It made me feel like it was okay to be wrong”: Student experiences with ungrading
15 references·0 citing·43 second hop
“It made me feel like it was okay to be wrong”: Student experiences with ungrading (2022)“It made me feel like it was okay to be w…Ungrading: why rating students undermines learning (and what to do instead) (2021)Ungrading: why rating student…The impact of stress on students in secondary school and higher education (2019)The impact of stress on stude…The impact of grades on student motivation (2018)The impact of grades on stude…Phenomenology of Practice: Meaning-Giving Methods in Phenomenological Research and Writing (2014)Phenomenology of Practice: Me…An assessment arms race and its fallout: high-stakes grading and the case for slow scholarship (2014)An assessment arms race and i…Making the grade: a history of the A–F marking scheme (2013)Making the grade: a history o…Why grades engender performance-avoidance goals: The mediating role of autonomous motivation. (2011)Why grades engender performan…Journal of Experiential Education (2010)Journal of Experiential Educa…Intellectual character: what it is, why it matters, and how to get it (2002)Intellectual character: what …Qualitative Research Design: An Interactive Approach (1998)Qualitative Research Design: …Virtues of the Mind (1996)Virtues of the MindRanking, Evaluating, and Liking: Sorting Out Three Forms of Judgment (1993)Ranking, Evaluating, and Liki…Task-involving and ego-involving properties of evaluation: Effects of different feedback conditions on motivational perceptions, interest, and performance. (1987)Task-involving and ego-involv…Performance evaluation and intrinsic motivation: The effects of evaluative focus, rewards, and achievement orientation. (1987)Performance evaluation and in…Enemies of exploration: Self-initiated versus other-initiated learning. (1977)Enemies of exploration: Self-…Motivation reconsidered: The concept of competence. 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References

  • 1998Qualitative Research Design: An Interactive Approach2,404 cited
  • 1996Virtues of the Mind2,241 cited
  • 2014Phenomenology of Practice: Meaning-Giving Methods in Phenomenological Research and Writing1,563 cited
  • 2019The impact of stress on students in secondary school and higher education1,355 cited
  • 1987Task-involving and ego-involving properties of evaluation: Effects of different feedback conditions on motivational perceptions, interest, and performance.690 cited
  • 1977Enemies of exploration: Self-initiated versus other-initiated learning.272 cited
  • 2002Intellectual character: what it is, why it matters, and how to get it269 cited
  • 2011Why grades engender performance-avoidance goals: The mediating role of autonomous motivation.211 cited
  • 2021Ungrading: why rating students undermines learning (and what to do instead)165 cited
  • 1987Performance evaluation and intrinsic motivation: The effects of evaluative focus, rewards, and achievement orientation.157 cited
  • 2018The impact of grades on student motivation149 cited
  • 2013Making the grade: a history of the A–F marking scheme148 cited
  • 1993Ranking, Evaluating, and Liking: Sorting Out Three Forms of Judgment137 cited
  • 2014An assessment arms race and its fallout: high-stakes grading and the case for slow scholarship

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95 cited
  • 2010Journal of Experiential Education79 cited
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