The Classroom Experiment Part III: How should students be graded? Avoiding self-judgment and activating self-improvement

One of the big questions I had as a researcher turned teacher was, is it possible to use exclusively formative assessments as both feedback and grades? In my last blog post, I started off by stating that the reason it was not feasible to use only formative assessments all the time was that it was not possible to track 79 students across six dimensions… and then I figured out a way to do that.