Self-corrected homework for incentivizing metacognition

Abstract

A homework grading model is presented where students grade and correct their own homework, and they are evaluated on their own ability to subsequently grade and correct. It is well-known that a large percentage of students regularly consult online solution manuals when completing homework, and the homework model presented in this study seeks to adapt the incentive mechanisms to enhance utility of homework as a form of formative assessment while encouraging higher-order thinking and metacognition. An analysis of data collected from student-graded and instructor-graded homework is presented, as are survey results which suggest self-corrected homework encourages students to be more aware of their learning.