Self-graded homework: Some empirical tests of efficacy

ABSTRACT

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.

KEYWORDS:

• collaborative learning
• grading equity
• self-assessment
• self-grading