Self and Peer Grading Procedures 2016-2017
Lyn Davies
Denver School of the Arts Department of Mathematics
In this course, some work will be scored only for completion, some work will not be collected at all (not necessarily disclosed in advance), some work will be teacher scored and some work will be student scored. Every effort will be made to make sure that students are always provided with answers to all assigned problems.
1)Students should use student ID numbers instead of names on all peer scored assignments. Headings for ALL assignments must be at the top right hand corner. Assignments that fall in this category will be disclosed in advance.
2)When scoring another student’s paper, the person who does the scoring will write the scorer’s student ID in the bottom right corner of the paper.
3)Scoring should be done in the most consistent manner possible.
4)Scorers are to adhere to the scoring guidelines provided.
5)Self-scoring and peer scoring should be done in the same manner with the same level of diligence and integrity.
Reasoning Behind Peer and Self Scoring
1)Self-scoring drastically improves learning.
2)Peer scoring, when done with anonymity, provides a control against teacher and self-scoring. When done without anonymity, students tend to assign lower grades to higher performing student work and inflated scores to lower performing student work relative to teacher scoring (Sadler, 2006).
3)Student scoring allows more feedback to each individual student by allowing the teacher to assign more complex, open ended problems without the impossible task of scoring hundreds of those problems nightly (Sadler, 2006).
4)The access to rubrics and rationale behind self-scoring promotes learning and improvement (Zhang, 2013).
Lu, J., & Zhang, Z. (2013). Assessing and Supporting Argumentation with Online Rubrics. International Education Studies, 6(7), 66-77.
Sadler, P. M., & Good, E. (2006). The Impact of Self- and Peer-Grading on Student Learning. Educational Assessment, 11(1), 1-31.
5)Peer and self-scoring promote academic honesty and provide a check on bias. If large differences between self-scored, peer scored and/or teacher scored outcomes are evident over time, the situation is flagged and will be addressed.
- Cheating is widespread throughout all levels of proficiency
“Rutgers Management EducationCenter reports75%of the4,500high school students surveyed engagedin serious cheating and88%judgedcheating to be "common" amongtheirpeers.Somesurveys say morethan 90% of students have copiedhomework (Romanowski, 2008).”
Romanowski, M. H. (2008). What Schools Can Do to Fight Cheating. Education Digest: Essential Readings Condensed For Quick Review, 74(3), 38-42.
- Why students cheat (Romanowski, 2008):
- Insufficient teaching/understanding of content
- Assignment seems irrelevant or meaningless
- Perception that the work will not be evaluated by anyone
- Time constraints (busy students)
- Insufficient parent involvement
- Culturally acceptable-no consequence
- In math, it is tricky since working backwards from correct answers has been a teaching tool for decades. When using resources such as internet and solutions in books, students should get in the habit of disclosing what was used AND make sure that solutions to complex problems are not copied character for character. An attempt will be made to incorporate plagiarism detection into rubrics from time to time.