Abstract:

The Incentivised Improvement Method (IIM) is a proposed standardized, revision-based, “ungrading” method. Rather than assessing a student’s ability to follow a rubric, students are given either 6/10 (satisfactory effort) or 4/10 (unsatisfactory effort) on an initial assignment submission. Students then receive extensive feedback and are invited to revise and resubmit their assignment for up to 4 extra marks, which reflect the quality of their revisions. Students are thus evaluated on their learning, effort, and progress, as opposed to their abilities at a given point in time. The IIM was successfully deployed for a comprehensive experiential learning project and various written assignments in large undergraduate statistics courses. Analyses of quantitative data gathered in the courses demonstrated that the IIM created standardization across graders while generally maintaining variation in levels of achievement comparable to previous years’ assignments. Qualitative data revealed that the IIM provided superior learning experiences for students despite a relatively larger workload. Moreover, the IIM provides educators a means of reducing biases in grading that arise due to systemic disadvantages affecting certain students without compromising the instructor's expectations for the assignment. For instance, students with English-language proficiency difficulties are not penalized for poorer style of writing, but are instead assisted in enhancing their writing skills through the feedback process and are graded on their improvement.

Keywords:

incentivised improvement, ungrading, inclusive evaluation, writing assessments, statistics pedagogy