Engaging Students Through the Process of Self-grading
Keywords:
self-grading, student enagagement, case studiesDownloads
References
Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K. and Kestin, G. 2019. Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proc Natl Acad Sci USA, 116(39), 19251-19257.
Harman, T., Bertrand, B., Greer, A., Pettus, A., Jennings, J., Wall-Bassett, E., and Babatunde, O. T. (2015). Case-based learning facilitates critical thinking in undergraduate nutrition education: students describe the big picture. J Acad Nutr Diet, 115(3), 378-388.
Jackson, M. A., Tran, A., Wenderoth, M. P., & Doherty, J. H. (2018). Peer vs. Self-Grading of Practice Exams: Which Is Better? CBE Life Sci Educ, 17(3), es44.
Wagner, M. L., Suh, D. C., & Cruz, S. (2011). Peer- and self-grading compared to faculty grading. Am J Pharm Educ, 75(7), 130.
