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ERIC Number: EJ1084183
Record Type: Journal
Publication Date: 2016
Pages: 7
Abstractor: As Provided
ISSN: ISSN-0883-2323
Self-Graded Homework: Some Empirical Tests of Efficacy
Simkin, Mark; Stiver, Debra
Journal of Education for Business, v91 n1 p52-58 2016
Allowing students to grade their own homework promises many advantages. But can students perform such grading tasks honestly and accurately? Also, do such assessments vary by gender? To answer these questions, the authors analyzed the homework scores of 266 students in seven introductory programming classes. The statistical results were favorable to the hypothesis that students graded themselves fairly. Gender differences were slight, and more likely attributable to factors not connected with grading equity.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A