grades – Adventures in Oceanography and Teaching

Reading on cheating and grading (Henslee et al., 2025; and Swanson et al., 2025)

mglessmer — Sun, 13 Apr 2025 09:34:38 +0000

I have such a backlog of wave watching pics that I really need to blog more… Two articles today, the first one on “Students’ Perceptions of Self and Peers Predict Self-Reports of Cheating” by Henslee et al. (2025). I really enjoyed reading about Ellis & Murdoch (2024)’s educational integrity enforcement pyramide recently, but that’s a […]

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Unsurprising but important research: there is a sequential bias based on order in which work is presented and then graded in learning management systems (after Wang et al., 2024)

mglessmer — Thu, 26 Sep 2024 06:45:46 +0000

My awesome colleague Rachel Forsyth (of our amazing “trust” paper) sent me a message saying “unsurprising but important research” and then a link to Wang et al. (2024), and that is a good summary. In a study of more than 30 million grading records in a Learning Management System, Wang et al. (2024) find that […]

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Currently reading: “The impact of grades on student motivation” (Chamberlin et al., 2023)

mglessmer — Tue, 03 Oct 2023 15:55:15 +0000

An argument that I encounter a lot is that student assignments need to be graded in order for students to put in any effort at all. But is that true? In the literature, grades have been connected to stress and anxiety for students, more cheating, less cooperation, less thinking, less trust — so ultimately less […]

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Assessing participation

mglessmer — Wed, 29 Oct 2014 06:35:32 +0000

One example of how to give grades for participation. One of the most difficult tasks as a teacher is to actually assess how much people have learned, along with give them a grade – a single number or letter (depending on where you are) that supposedly tells you all about how much they have learnt. Ultimately, what […]

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