Recasting the grading of assignments and tests to align with inquiry-based teaching methods

Tina Rapke, Jennifer Hall, Richelle Marynowski

Research output: Contribution to journalArticleResearchpeer-review


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 languageEnglish
Pages (from-to)202-209
Number of pages8
Issue number2
Publication statusPublished - 2021


  • Assessment
  • inquiry-based classrooms
  • undergraduate

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