Rather than handing down a grade from on high, teachers who encourage students to engage in self-evaluation find that often a student will learn the most from mistakes if they are self-identified. Ask questions such as "What could you do differently next time?" and "What did you do to study that was helpful?" John P.Lowe of Penn State Univeristy provides students with a questionnaire after exams that includes questions such as "Did you spend adequate time on learning the material?"
According to psychologist Lawrence Jones, people "associate red with blood,stop and danger." Some teachers worry that red ink stresses children. As the tide against red ink rose, Staples and Paper Mate responded by marketing purple pens. Teachers now often use colors other than red to grade papers and post both positive comments as well as suggestions for improvement. Purple, green, or blue are all cited as less traumatizing.
While red ink may make children uncomfortable, directly embarrassing them will ensure the lines of communication stay down. A federal lawsuit was filed by Kristja Falvo, a Tulsa, Oklahoma, parent who felt peer grading, which made her child's grades known to classmates, was stigmatizing. Pressuring children rather than encouraging and challenging them will backfire. Teachers who are sensitive to the feelings of children who are struggling will find ways to minimize public ridicule.
A good teacher will strive to incorporate activities that teach without inflicting anxiety. Group work or collaboration where the grade is shared helps to relieve students of the entire burden of a project. Collaborative projects also teach self-assessment and students feel more open discussing goals, outcomes and missteps with their peers. Another method of teaching without grading includes giving credit for attending cultural events like plays, museum exhibits and concerts.