Grading Innovation in an International Marketing Course: Promoting Student Collaboration and Individual Accountability

ABSTRACT

In this article, the author proposes an innovative, exam-based homework grading method to facilitate both collaboration among students and individual accountability while learning a complex theory and applying it to solve a problem. Results from this novel approach to grading a comparative advantage theory homework assignment, using an objective exam performance measure to adjust original homework grades, show that students increase their comprehension of the frequently misunderstood theory. This novel grading method can be applied in a variety of contexts to promote student collaboration in preparation of academic work while providing incentives to encourage individual accountability and engagement.

KEYWORDS:

• Grading innovation
• Learning comparative advantage theory
• Outcomes assessment

Additional information

Notes on contributors

Piotr Chelminski

Piotr Chelminski, PhD, is an Associate Professor of Marketing at the Providence College School of Business. His research has been published in Journal of Services Marketing, Journal of International Marketing, Journal of Current Issues and Research in Advertising, Psychology and Marketing, Advances in Consumer Research, Journal of East-West Business, and a number of other publications. Dr. Chelminski has also presented his studies at a number of academic conferences in North America, Europe, and Asia. He teaches International Marketing and Marketing Research at the Providence College School of Business.