Turning the Anxiety of Grading into Long‐Term Learning

What’s heard most often when colleagues complain about teaching is dislike of testing and grading. Many love classroom discussions and advising students on projects, but dread having to assess students’ content mastery and discuss grades with them. Three matters appear especially troublesome: (1) the amount of time spent preparing questions and grading them, (2) the trauma of dealing with student complaints when the tests are returned, and (3) the realization that many students are correct when they sometimes assert that our testing methods have little to do with their learning.