Kong

Incorporating Partial Student Self-Grading Model in the Remote Learning System (Post COVID-19)

Eugene H. Kong, College of Science Engineering Technology, Grand Canyon University  

https://doi.org/10.9743/JEO.2023.20.2.4

Abstract

Letter grading systems in education have been widely accepted as a strong medium to assess the educational performance of students across the world. It has been a successful system for many years because it can motivate students to achieve satisfactory grades in a course. However, recent studies indicate that grades can also foster anxiety and demotivate students to learn. This fact can be challenging because many investigators claim that motivation and student engagement are key to student success, especially in online education. This situation is even more problematic with the recent outbreak of COVID-19. There has been a major shift in the education sector from face-to- face instruction to online instruction. To mitigate the negative effects of the grading system, incorporating a partial student self-grading model in remote learning is proposed. The partial self- grading student model can potentially increase motivation, positive attitude and decrease the temptation to cheat on assignments. Another benefit of this system is that it can create a platform where students and instructors can discuss the grades given, thus creating a two-way learning system instead of a one-way learning system. The powerful impacts and benefits of the partial student self-grading model in online education are explored and discussed.

Keywords: COVID-19, Remote Learning, Self-grading, Motivation 


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