Abstract:

This abstract presents a case study on the implementation of shared grades as a strategy for creating accountability among university students. Drawing upon relevant literature, this research explores the efficacy of shared grades in promoting individual and collective responsibility, fostering a collaborative learning environment, and improving academic outcomes. By examining the impact of shared grades on student motivation, engagement, and peer accountability, this study offers insights into the potential benefits and challenges associated with this innovative approach. The findings contribute to the broader discussion on accountability strategies within higher education and provide practical implications for educators and administrators seeking to enhance student accountability and academic achievement.

Content and methodology:
Accountability is a critical component of student success in higher education. This case study investigates the implementation of shared grades as an accountability strategy, whereby students collectively earn grades based on group performance. The underlying premise is that shared grades can motivate individual students to actively participate, contribute, and hold each other accountable within collaborative learning environments. Drawing upon social interdependence theory and cooperative learning principles, this study examines how shared grades influence student motivation and engagement by instilling a sense of responsibility for individual contributions and team performance. The literature review highlights the potential benefits and challenges of shared grades, underscoring the need for empirical evidence to evaluate their impact on student accountability.

The case study methodology involved a semester-long implementation of shared grades in a university course. Through qualitative data collection methods, including interviews and focus groups, this research explores students' experiences, perceptions, and reflections on the use of shared grades. The analysis focuses on the themes of motivation, peer accountability, and the impact on academic performance. By investigating students' perspectives, this study aims to uncover the factors that contribute to the effectiveness or limitations of shared grades as an accountability strategy. The findings provide insights into the potential benefits, such as increased collaboration, improved self-regulation, and a stronger sense of responsibility, as well as potential challenges, such as free-riding and unequal contributions within groups.

Conclusion:
In conclusion, this case study provides valuable insights into the implementation of shared grades as a strategy for creating accountability among university students. By exploring the impact of shared grades on motivation, engagement, and peer accountability, this research contributes to the understanding of accountability strategies in higher education. The findings underscore the potential benefits and challenges of shared grading, offering practical implications for educators and administrators seeking to enhance student accountability and academic achievement within collaborative learning environments.

Keywords:

Accountability, higher education, shared grades, grade sharing, peer review.