Incremental Grading in Practice: First Experiences in Higher Education

Christian Köppe; Roald Verhoeff; Wouter van Joolingen

doi:10.1145/3424771.3424798

Incremental Grading in Practice: First Experiences in Higher Education

Christian Köppe, Roald Verhoeff, Wouter van Joolingen

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review

Abstract

Incremental Grading is a student-driven assessment approach where students have the responsibility to grade their own work based on pre-defined assessment criteria, usually rubrics. The desired outcomes of Incremental Grading are higher self-assessment skills, higher ownership of learning, lower degree of procrastination, and a more distributed workload for teachers.

The approach has been described as a pattern language in previous work and has now been applied in two courses for academic teaching. In this experience report we evaluate the effectiveness of Incremental Grading in these courses, using a mixed-method approach. The results show that Incremental Grading has a positive impact on the self-assessment skills of students, can positively affect the quality of their work and consequently their final grades, and makes teacher's feedback more valuable.

Original language	English
Title of host publication	EuroPLoP '20: Proceedings of the European Conference on Pattern Languages of Programs 2020
Place of Publication	New York, NY, USA
Publisher	Association for Computing Machinery
Pages	1-11
Number of pages	11
ISBN (Print)	9781450377690
DOIs	https://doi.org/10.1145/3424771.3424798
Publication status	Published - 1 Jul 2020
Event	2020 European Conference on Pattern Languages of Programs, EuroPLoP 2020 - Virtual, Online, Germany Duration: 1 Jul 2020 → 4 Jul 2020

Publication series

Name	ACM International Conference Proceeding Series

Conference

Conference	2020 European Conference on Pattern Languages of Programs, EuroPLoP 2020
Country/Territory	Germany
City	Virtual, Online
Period	1/07/20 → 4/07/20

Access to Document

10.1145/3424771.3424798

3424771.3424798Final published version, 2.97 MBLicence: Taverne

Cite this

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title = "Incremental Grading in Practice: First Experiences in Higher Education",

abstract = "Incremental Grading is a student-driven assessment approach where students have the responsibility to grade their own work based on pre-defined assessment criteria, usually rubrics. The desired outcomes of Incremental Grading are higher self-assessment skills, higher ownership of learning, lower degree of procrastination, and a more distributed workload for teachers.The approach has been described as a pattern language in previous work and has now been applied in two courses for academic teaching. In this experience report we evaluate the effectiveness of Incremental Grading in these courses, using a mixed-method approach. The results show that Incremental Grading has a positive impact on the self-assessment skills of students, can positively affect the quality of their work and consequently their final grades, and makes teacher's feedback more valuable.",

author = "Christian K{\"o}ppe and Roald Verhoeff and {van Joolingen}, Wouter",

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booktitle = "EuroPLoP '20: Proceedings of the European Conference on Pattern Languages of Programs 2020",

address = "United States",

note = "2020 European Conference on Pattern Languages of Programs, EuroPLoP 2020 ; Conference date: 01-07-2020 Through 04-07-2020",

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Köppe, C, Verhoeff, R & van Joolingen, W 2020, Incremental Grading in Practice: First Experiences in Higher Education. in EuroPLoP '20: Proceedings of the European Conference on Pattern Languages of Programs 2020., 24, ACM International Conference Proceeding Series, Association for Computing Machinery, New York, NY, USA, pp. 1-11, 2020 European Conference on Pattern Languages of Programs, EuroPLoP 2020, Virtual, Online, Germany, 1/07/20. https://doi.org/10.1145/3424771.3424798

Incremental Grading in Practice: First Experiences in Higher Education. / Köppe, Christian; Verhoeff, Roald; van Joolingen, Wouter.
EuroPLoP '20: Proceedings of the European Conference on Pattern Languages of Programs 2020. New York, NY, USA: Association for Computing Machinery, 2020. p. 1-11 24 (ACM International Conference Proceeding Series).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review

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N2 - Incremental Grading is a student-driven assessment approach where students have the responsibility to grade their own work based on pre-defined assessment criteria, usually rubrics. The desired outcomes of Incremental Grading are higher self-assessment skills, higher ownership of learning, lower degree of procrastination, and a more distributed workload for teachers.The approach has been described as a pattern language in previous work and has now been applied in two courses for academic teaching. In this experience report we evaluate the effectiveness of Incremental Grading in these courses, using a mixed-method approach. The results show that Incremental Grading has a positive impact on the self-assessment skills of students, can positively affect the quality of their work and consequently their final grades, and makes teacher's feedback more valuable.

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Incremental Grading in Practice: First Experiences in Higher Education

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