I have used a similar technique, albeit in a course for nonmajors and at a time late in my career when I was willing to acknowledge that my grading was often pretty impressionistic even when I had a rubric.
To maximize what students learned from homework and to minimize the time I had to spend parsing their answers, I would go over the homework in class while the students still had their papers. I asked them to comment on their work, with a different writing implement than the one they used at home.
They could correct simple mistakes, flag serious misunderstandings, tell me which problems they were worried about. I encouraged comments like "I didn't understand this at home, now I do" or even "I didn't understand this at home and I still don't".
Then I collected the papers and read and graded them. That took much less time than it would have without their comments. It also gave me better feedback about problem areas.
manpreet![Tuteehub forum best answer]()
Best Answer
2 years ago
I am going to teach a course in algorithms to 2nd-year undergraduates. The grade in this course is composed of 90% exam and 10% homework. The problem is, this year we do not have enough personnel to grade the homework.
Theoretically, it may be possible to change the grade struture and make it 100% based on final exam, but, this will reduce the incentive of students to study and practice during the semester, which I think will harm their learning experience.
So, I thought of the following scheme: the students will have to submit each assignment before the next TA session. The TA will explain the solutions during the session, and then each student will grade his/her own homework.
Sure, some students might be tempted to give themselves 100 on all assignments, but I believe this will not be very harmful since:
What do you think about this scheme?