Self-Grading: A Simple Strategy for Formative Assessment in Activity-Based Instruction.

This paper discusses the author's personal experiences in developing and implementing a problem-based college mathematics course for liberal arts majors. This project was initiated in response to the realization that most students are dependent on "patterning" learning algorithms and have no expectation that self-initiated thinking is a characteristic of learning. The problem-based version of college mathematics presented here uses no required text; instead a packet of activities and project assignments accompanies material designed to add structure to the course. The paper addresses concerns about increased faculty workload in teaching for critical thinking and the additional time required for formative assessment. Using examples from the author's own experience in the classroom, it compares advantages and disadvantages of instructor-graded formative assessment with the suggested self-grading technique. The latter allows the instructor: (1) to see the learner's initial response, (2) to see what information the learner has gained from the discussion session, (3) to measure the learner's level of comprehension, and (4) to review only one set of papers in order to make small adjustments in the learner's understanding. A graphing activity and a self-assessment rubric are appended. (CH)