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The Impact of Self- and Peer-Grading on Student Learning

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The Impact of Self- and Peer-Grading on Student Learning

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By allowing students to self-grade assessments, teachers are sharing “the power of grading” with their students. When self-grading is completed correctly it saves the teacher time that he/she can devote to something else. Also, self-grading seems to “futher student understanding of the subject being taught”(Sadler & Good, 2006) .

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“Assessment and grading are two of the most talked

about and sometimes misunderstood aspects of K-12 education” (Marzano, 2010,p. 3).

Marzano, R. J. (2010). Formative assessment & standards-based grading. (1st ed.).

Bloomington, IN: Marzano Research Laboratory.

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" If students grade their own work, they see exactly where they are making mistakes.

And they obtain that feedback far sooner than if the instructor collects the homework,

grades it, and then returns it some days later." (Welmer, October 6,2009)

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Faculty Focus | Higher Ed Teaching & Learning

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Given student motivation to get grades and the prevalence of cheating, most faculty would never seriously consider letting students grade their own work. However, self-grading, especially of homework, does accrue some significant benefits. It can move students away from doing homework for points to making them more aware of why and how doing problems helps them learn. If students grade their own work, they see exactly where they are making mistakes. And they obtain that feedback far sooner than if the instructor collects the homework, grades it, and then returns it some days later.

But could a system like this ever be designed so that cheating is controlled? Nelta M. Edwards (reference below) describes a method that shows promise. In his social statistics course, students grade their own homework at the beginning of the period on the day the assignment is due. If a student isn't in class with completed homework, no credit is awarded. Edwards passes out an answer key that not only provides the correct answer, but shows all the steps needed to solve the problem and includes other comments, explanations, warnings, and tips. Edwards used to make these comments repeatedly on individual problem sets only to discover that students seldom read or heeded the advice. When students grade their own work, Edwards finds that they attend to information on the keys more closely, even using the keys as study guides to prepare for exams.

Students score each problem using a 0 to 4 scale. If they made no attempt to solve the problem, they assign themselves a 0. For an answer that is partially correct, students may assign themselves between 1 and 3 points. A perfect answer gets a 4. Students score each individual problem and then put a total score on the top of their paper.

Edwards then collects the graded homework. "Before the next class, I recheck the self-graded homework. For the first several weeks, I recheck all of the homework very carefully until I think that students have a firm grasp of the grading scale. Later in the semester, I check the homework less thoroughly; in my experience, an overwhelming majority of students grade homework problems either exactly or very closely to how I would have graded them." (p. 73)

Edwards uses much the same system to have students grade their own exams. In this case, though, correct answers are revealed one at a time on an overhead projector. This keeps everyone on the same page. Edwards also collects and carefully checks student grading on the exams as well.

Student response to this self-grading system is very positive. Eighty-six percent evaluate it either as a "good" or "great" teaching method. And the reasons they give for liking it verify that the approach is accomplishing its intended goals. Students see the value of identifying their own mistakes shortly after making them. "You learn more when you find out what you did right or wrong." (p. 74)

Edwards sees one final benefit. "My impression is that self-grading alleviates student anxiety and, subsequently, eases student-teacher conflict by demystifying the grading process and making students feel that they have control over their own evaluation." (p. 75) When students ask questions about homework or exam problems, they are interested in how many points should be taken off for certain kinds of errors. They aren't complaining about the problems or grousing about the difficulty of the homework assignments or exams.

Reference: Edwards, N. M. (2007). Student self-grading in social statistics. College Teaching, 55 (2), 72-76.
Excerpted from Students Self-Grade: A Successful Model, The Teaching Professor, Aug.-Sept. 2007.

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Benefits of a Student Self-Grading Model - Faculty Focus | Higher Ed Teaching & Learning

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Given student motivation to get grades and the prevalence of cheating, most faculty would never seriously consider letting students grade their own work. However, self-grading, especially of homework, does accrue some significant benefits. It can move students away from doing homework for points to making them more aware of why and how doing problems helps them learn.

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The impact of self-grading on assessments in math

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The impact of self-grading on assessments in math

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Self grading is a type of self assessment. The student sees

his/her mistakes or misconceptions. Also, the student

actively watches and listens to the teacher as he/she reteaches

the assessment question to futher understanding for the

student.

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How self -assessment improves learning in math. 

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How self -assessment improves learning in math. 

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For my research project I plan on having students grade their

own quizzes/assessments in math then complete a retake 2-3

days later and look at what happens with their scores.

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wvalenti@marygrove.edu

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Inside the Black Box: Raising Standards Through Classroom Assessment.

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Inside the Black Box: Raising Standards Through Classroom Assessment.

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Black, P., & Wiliam, D. (2010). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 91(9), 81-90.

According to Black and William (2009), “the central task for teachers is to engineer learning opportunities so that learners can become more expert and more responsible in guiding and furthering their own learning”.

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Student self-grading in social statistics

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Student self-grading in social statistics

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Edwards, N. M. (2007). Student self-grading in social statistics. College Teaching , 55(2), 72-76. Retrieved from http://web.ebscohost.com.library.marygrove.edu:2048/ehost/pdfviewer/pdfviewer?sid=02acd1eb-736d-42f5-bbbc-3df23d3ecad0@sessionmgr112&vid=4&hid=108

In this article students in a college class are asked to self-grade. According to Edwards (2007), students liked self-grading because "they identified their own mistakes, it reinforced what they learned, and they received immediate feedback" (Edwards, 2007, p.72).

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STUDENT SELF-EVALUATION: WHAT RESEARCH SAYS AND WHAT PRACTICE SHOWS

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STUDENT SELF-EVALUATION: WHAT RESEARCH SAYS AND WHAT PRACTICE SHOWS

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This article not only discussing the research behind the theory of self-evaluation but also has example models to try in the classroom.

Rolheiser, C., & Ross, J. (n.d.). Retrieved from http://www.cdl.org/resource-library/articles/self_eval.php

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Use GoogleDocs Self-Grading Quiz as an Exit Ticket

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Use GoogleDocs Self-Grading Quiz as an Exit Ticket

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This article incorporates formative assessment (use of exit ticket), technology (use of

GoogleDocs), and self grading. It walks you through step by step directions on how to create a self-grading exit ticket through GoogleDocs. It also tells you how to get a data analysis from the GoogleDocs for each quesion/part of the exit ticket.

Oxnevad, S. (2012, February 07). Use GoogleDocs self-grading quiz as an exit ticket. Retrieved from http://d97cooltools.blogspot.com/2012/02/googledocs-self-grading-quiz-efficient.html

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Try to automate and add functionality to the GoogleDocs Self-Grading Quiz.

View new post on this blog

The GoogleDocs Form is an efficient way for teachers to collect small pieces of information because it automatically displays the information in a spreadsheet. Teachers can add formulas to those spreadsheets to create multiple-choice quizzes that grade themselves. Since a form can be linked or embedded into a website, wiki or blog, students do not need email accounts to take a quiz. The form works well on any portable computing device or full-blown computer which makes it perfect for use as an Exit Ticket at the end of a lesson. One simple 3-5 question Exit Ticket Quiz has at least three great uses.

1. : To avoid public humiliation and hard feelings I suggest you require students to sign in with some sort of unique identifier, in addition to their name. Before you publish the results, always remember to hide the name column.Provide students with immediate feedback to increase motivation Give students a quick self-grading quiz at the end of a lesson, spend less than 5 minutes collecting the grades for an unlimited number of students, then publish the spreadsheet of results. Teach students how to use T he Find Tool (control + f) to quickly find their score and significantly raise the stakes to increase student motivation. Please note

2. Gauge student understanding and the effectiveness of your lesson Results collected using the same self-grading quiz can be used for planning, reteaching, modifying and providing students with enrichment from both a big-picture and a detailed point of view. To look at the big picture, choose Form > Show Summary of Responses from the menu bar and view the results in the form of a graph for each question. To examine specific student results, sort the spreadsheet by question to identify the students who have mastered each question. If you are using video tutorials or digital resources to reteach, you can even link those resources right to each question on the spreadsheet to provide students with easy access to support.

3. Give students a chance to voice their opinions, concerns, and questions. Although an open-ended question won't grade itself, you can provide an optional "paragraph" style question l at the end of the Exit Ticket to give students a voice and opportunity to communicate with you about their learning. Since the self-grading quiz has provided you with freedom from grading papers, you can use the extra time to listen to collect personal feedback and respond appropriately. Copy and paste student questions into a follow up document and make note of repeated questions to identify common concerns.

If you don't know how to create a Google Doc Self-Grading Quiz, you can learn how by using this awesome video tutorial, created by jspevack. A good tip for this type of learning is to set up your screen with two windows, side-by-side, and actually try to create the quiz as you go through the tutorial. Remember to use the pause button to learn at your own pace.

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Use GoogleDocs Self-Grading Quiz as an Exit Ticket

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Try to automate and add functionality to the GoogleDocs Self-Grading Quiz. View new post on this blog The GoogleDocs Form is an efficient way for teachers to collect small pieces of information because it automatically displays the information in a spreadsheet. Teachers can add formulas to those spreadsheets to create multiple-choice quizzes that grade themselves.

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Formative assessment and self-regulated learning: a model and seven principles of good feedback practice

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Formative assessment and self-regulated learning: a model and seven principles of good feedback practice

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David J. Nicol & Debra Macfarlane‐Dick (2006): Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice, Studies in Higher Education, 31:2, 199-218

This study stresses the importance of using feedback to improve learning.  “There is considerable research evidence to show that effective feedback leads to learning gains”

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http://David J. Nicol & Debra Macfarlane‐Dick (2006) Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice, Studies in Higher Education, 31:2, 199-218