Self-Grading In Large General Education Classes: A Case Study

Abstract

In a large general education class where students demonstrate their personal creativity, a self-grading system was used during one semester and a conventional teacher-evaluation system was used during the second semester. The purpose was to gauge whether the self-grading system was appropriate. Students adapted well to the procedures used, and they reported feeling more motivated to learn and took more responsibility for their learning. A disadvantage was a tendency for grade inflation to occur.