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.
Original language | English |
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Pages (from-to) | 202-209 |
Number of pages | 8 |
Journal | PRIMUS |
Volume | 31 |
Issue number | 2 |
DOIs | |
Publication status | Published - 2021 |
Keywords
- Assessment
- inquiry-based classrooms
- undergraduate