Teaching Philosophy 34 (4):347–372 (2011)
This essay presents and defends a triage theory of grading: An item to be graded should get full credit if and only if it is clearly or substantially correct, minimal credit if and only if it is clearly or substantially incorrect, and partial credit if and only if it is neither of the above; no other (intermediate) grades should be given. Details on how to implement this are provided, and further issues in the philosophy of grading (reasons for and against grading, grading on a curve, and the subjectivity of grading) are discussed
|Categories||categorize this paper)|
References found in this work BETA
No references found.
Citations of this work BETA
No citations found.
Similar books and articles
Writing to Reason: A Companion for Philosophy Students and Instructors.Brian David Mogck - 2008 - Blackwell.
From Here to Equality Grading Policies for Egalitarians.Francis Schrag - 2001 - Educational Theory 51 (1):63-73.
Coercion and the Ethics of Grading and Testing.Randall R. Curren - 1995 - Educational Theory 45 (4):425-441.
Three Problems Regarding Medical Triage.T. R. Girill - 1980 - Theoretical Medicine and Bioethics 1 (2):135-153.
Added to index2011-04-26
Total downloads312 ( #9,034 of 2,152,520 )
Recent downloads (6 months)71 ( #2,553 of 2,152,520 )
How can I increase my downloads?