Most faculty judiciously avoid having students self-assess because it seems hopelessly naïve to imagine them being able to look at anything beyond the desired grade. Even so, the ability to self-assess skills and completed work is important. Moreover, it is an ability acquired with practice and developed with feedback. It seems like the kind of skill that should be addressed in college. And perhaps there is a way.
HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
The intermediate statistics class I took quite a number of years ago had two types of learners at the outset—those who were worried about passing the course and those who were sure they couldn’t pass it. The professor clearly understood the “fear-of-stats” phenomenon and used a number of instructional techniques to help learners gain confidence and skills.
Given student motivation to get grades and the prevalence of cheating, most faculty would never seriously consider letting students grade their own work. However, self-grading, especially of homework, does accrue some significant benefits. It can move students away from doing homework for points to making them more aware of why and how doing problems helps them learn. If students grade their own work, they see exactly where they are making mistakes. And they obtain that feedback far sooner than if the instructor collects the homework, grades it, and then returns it some days later.
One of the changes we have seen in academia in the last 30 years or so is the shift from lecture-based classes to courses that encourage a student-centered approach. Few instructors would quibble with the notion that promoting active participation helps students to think critically and to argue more effectively. However, even the most savvy instructors are still confounded about how to best evaluate participation, particularly when it is graded along with more traditional assessment measures, such as essays, exams, and oral presentations…