1. J. Feldman, Grading for Equity: What It Is, Why It Matters, and How It Can Transform Schools and Classrooms, 1st ed. Thousand Oaks: Corwin Press, 2018.
2. D. Clark and R. Talbert, Grading for Growth: A Guide to Alternative Grading Practices That Promote Authentic Learning and Student Engagement in Higher Education, 1st ed., vol. 1. London: Routledge, 2023. doi: 10.4324/9781003445043.
3. R. Butler, “Task-involving and ego-involving properties of evaluation: Effects of different feedback conditions on motivational perceptions, interest, and performance,” J. Educ. Psychol., vol. 79, no. 4, pp. 474–482, 1987, doi: 10.1037/0022-0663.79.4.474.
4. R. Lynch and J. Hennessy, “Learning to earn? The role of performance grades in higher education,” Stud. High. Educ., vol. 42, no. 9, pp. 1750–1763, Sep. 2017, doi: 10.1080/03075079.2015.1124850.
5. S. D. Blum, A. Kohn, and T. Saffel, Ungrading: why rating students undermines learning (and what to do instead), First edition. in Teaching and learning in higher education. Morgantown: West Virginia University Press, 2020.