The Effectiveness of Assignments That Utilize a Time-Efficient Grading Scheme
Abstract
The author examines the link between grading and learning. He explores whether assignments can increase student learning when they (a) shift students' first exposure to new material from direct instruction during class time to their working independently outside of class; and (b) utilize a time-efficient grading scheme. The methodological approach uses simple tests of differences of means and linear regression estimates of the coefficients of a learning model to examine what students learn. The evidence suggests that "Good Faith Effort" (GFE) (Walvoord, 1998) assignments do increase students' engagement and, under certain conditions, their learning.
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