Jill L. Caviglia-Harris
This paper describes the development and administration of a cooperative learning exercise designed to improve student understanding of exam assessment. The exercise requires students to develop an answer key and grading rubric for a quiz administered in a prior class and evaluate copies of ungraded quizzes The student generated rubrics are used as a discussion point to explain a complex course topic while also discussing the main points used to develop the rubric. The cooperative learning exercise is evaluated according to student survey responses along with an analysis of student expected grades before and after the exercise was administered in class. In addition, students reported a better understanding of the grading process as well as the benefits of transparency in grading while a large majority recommended the use of the exercise in subsequent semesters.