International Journal of Changes in Education

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• Keeley, P., & Tobey, C. R. (2017). Mathematics formative assessment, volume 2: 50 more practical strategies for linking assessment, instruction, and learning. USA: Corwin and National Council of Teachers of Mathematics.

APA

Casler-Failing, S. L., & Smithey, M. (2026). How Do Non-traditional Grading Practices Promote Student Learning: Perspectives from Two Mathematics Teacher Educators. International Journal of Changes in Education, 3(2), 193-204. https://doi.org/10.47852/bonviewIJCE42023868

Vancouver

Casler-Failing SL, Smithey M. How Do Non-traditional Grading Practices Promote Student Learning: Perspectives from Two Mathematics Teacher Educators. International Journal of Changes in Education. 2026;3(2):193-204. https://doi.org/10.47852/bonviewIJCE42023868

AMA

Casler-Failing SL, Smithey M. How Do Non-traditional Grading Practices Promote Student Learning: Perspectives from Two Mathematics Teacher Educators. International Journal of Changes in Education. 2026;3(2), 193-204. https://doi.org/10.47852/bonviewIJCE42023868

Chicago

Casler-Failing, Shelli L., and Montana Smithey. "How Do Non-traditional Grading Practices Promote Student Learning: Perspectives from Two Mathematics Teacher Educators". International Journal of Changes in Education 2026 3 no. 2 (2026): 193-204. https://doi.org/10.47852/bonviewIJCE42023868

Harvard

Casler-Failing, S. L., and Smithey, M. (2026). How Do Non-traditional Grading Practices Promote Student Learning: Perspectives from Two Mathematics Teacher Educators. International Journal of Changes in Education, 3(2), pp. 193-204. https://doi.org/10.47852/bonviewIJCE42023868

MLA

Casler-Failing, Shelli L. et al. "How Do Non-traditional Grading Practices Promote Student Learning: Perspectives from Two Mathematics Teacher Educators". International Journal of Changes in Education, vol. 3, no. 2, 2026, pp. 193-204. https://doi.org/10.47852/bonviewIJCE42023868