Recasting the Grading of Assignments and Tests to Align with Inquiry-Based Teaching Methods

Abstract

We describe a method that instructors can use to grade tests and assignments that can be used in follow-up inquiry-based activities in class to review material. The grading process is essentially a sorting of student assignment/test responses based on the instructor’s conception of what makes responses acceptable. The instructor can assign a grade to each category and then provide a representative response from each category for students to discuss in peer-to-peer interactive group activities. We describe the grading process through an example from a first-year “introduction to proof” course and provide evidence that the students find these activities to be worthwhile.

Keywords:

• Assessment
• undergraduate
• inquiry-based classrooms

Additional information

Notes on contributors

Tina Rapke

Tina Rapke is an assistant professor at York University in the Faculty of Education. She views her research and teaching as related, seamless, and complementary.

Jennifer Hall

Jennifer Hall is a lecturer in early years/primary numeracy at Monash University in Melbourne, Australia. Her research foci are numeracy, gender issues in mathematics, and societal perceptions of mathematics.

Richelle Marynowski

Richelle Marynowski is an associate professor in the Faculty of Education at the University of Lethbridge. Her research foci are assessment practices in both the K-12 classroom and undergraduate education, as well as professional learning experiences for K-12 mathematics teachers.