Self-graded homework: Some empirical tests of efficacy

Allowing students to grade their own homework promises many advantages. But can students perform such grading tasks honestly and accurately? Also, do such assessments vary by gender? To answer these questions, the authors analyzed the homework scores of 266 students in seven introductory programming...

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Published in:Journal of education for business 2016-01, Vol.91 (1), p.52-58
Main Authors: Simkin, Mark, Stiver, Debra
Format: Article
Language:English
Subjects:
Academic grading
collaborative learning
College Students
Equity
Gender Differences
grading equity
Homework
Introductory Courses
Programming
Regression (Statistics)
Self Evaluation (Individuals)
self-assessment
self-grading
Student Evaluation
Students
United States (West)
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description Allowing students to grade their own homework promises many advantages. But can students perform such grading tasks honestly and accurately? Also, do such assessments vary by gender? To answer these questions, the authors analyzed the homework scores of 266 students in seven introductory programming classes. The statistical results were favorable to the hypothesis that students graded themselves fairly. Gender differences were slight, and more likely attributable to factors not connected with grading equity.
doi_str_mv 10.1080/08832323.2015.1110554
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source EBSCOhost Business Source Ultimate; ERIC; Taylor and Francis Social Sciences and Humanities Collection
subjects Academic grading
collaborative learning
College Students
Equity
Gender Differences
grading equity
Homework
Introductory Courses
Programming
Regression (Statistics)
Self Evaluation (Individuals)
self-assessment
self-grading
Student Evaluation
Students
United States (West)
title Self-graded homework: Some empirical tests of efficacy
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