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Abstracts prior to volume 5(1) have been archived!

Issue 5(1), October 2010 -- Paper Abstracts
Girard  (p. 9-22)
Cooper (p. 23-32)
Kunz-Osborne (p. 33-41)
Coulmas-Law (p.42-46)
Stasio (p. 47-56)
Albert-Valette-Florence (p.57-63)
Zhang-Rauch (p. 64-70)
Alam-Yasin (p. 71-78)
Mattare-Monahan-Shah (p. 79-94)
Nonis-Hudson-Hunt (p. 95-106) 



JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE 


Turning the Tables on Partial Credit:
Computer Aided Exam With Student Reflection for Partial Credit (CAESR4PC)


Author(s): Jeffrey Hieb, Campbell Bego

Citation: Jeffrey Hieb, Campbell Bego, (2020) "Turning the Tables on Partial Credit: Computer Aided Exam With Student Reflection for Partial Credit (CAESR4PC)," Journal of Higher Education Theory and Practice, Vol. 20, ss. 15, pp. 68-78

Article Type: Research paper

Publisher: North American Business Press

Abstract:

This paper describes a new type of exam, the Computer Aided Exam with Student Reflection for Partial Credit (CAESR4PC). CAESR4PC combines the automatic grading of computer-based exams with a partial credit mechanism that rewards students for post-exam reflection. Intended to be a replacement for handgraded traditional essay style exams, the grading effort once applied to assigning partial credit and giving formative feedback is now spent reviewing student post-exam reflections. Descriptive statistics and quasiexperimental study results from an initial implementation of this pedagogical technique in a linear algebra course for engineering students are presented. While the CAESR4PC approach is developed with math courses in mind, it is equally applicable to other subjects that have a significant amount of mathematical/analytical content.