Gradescope in Large Lecture Classrooms: A Case Study at Indiana University
This qualitative, multi-case study explores how instructors at one higher education institution used an emerging technology, Gradescope, in their large classes to support the assessment of student learning. The study examines the practices of two instructors who taught large lecture classes with mo...
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| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Indiana University Office of Scholarly Publishing
2024-12-01
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| Series: | Journal of Teaching and Learning with Technology |
| Online Access: | https://scholarworks.iu.edu/journals/index.php/jotlt/article/view/38519 |
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| _version_ | 1823857029413863424 |
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| author | Carrie A. Hansel Anne Ottenbreit-Leftwich Joshua D. Quick Anna Hungerfield Greene Maggie Ricci |
| author_facet | Carrie A. Hansel Anne Ottenbreit-Leftwich Joshua D. Quick Anna Hungerfield Greene Maggie Ricci |
| author_sort | Carrie A. Hansel |
| collection | DOAJ |
| description |
This qualitative, multi-case study explores how instructors at one higher education institution used an emerging technology, Gradescope, in their large classes to support the assessment of student learning. The study examines the practices of two instructors who taught large lecture classes with more than 100 students and used Gradescope to assist with the assessment of student learning. Results indicate that using Gradescope helped the instructors overcome specific challenges associated with large lecture courses, such as grading a large volume of assignments, , providing timely feedback, and maintaining grading consistency across large numbers of students and graders. Course DFW rates decreased and average course grades increased during the semester where the instructors used Gradescope. Instructors reported increased grading efficiency and improved student satisfaction. However, the use of Gradescope is not entirely responsible for the positive impacts. Instructors also described adapting their teaching methods and assessment strategies to integrate Gradescope effectively.
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| format | Article |
| id | doaj-art-f73e2958e8ed4e1b8a9356ec340c7f55 |
| institution | Kabale University |
| issn | 2165-2554 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Indiana University Office of Scholarly Publishing |
| record_format | Article |
| series | Journal of Teaching and Learning with Technology |
| spelling | doaj-art-f73e2958e8ed4e1b8a9356ec340c7f552025-02-12T04:15:13ZengIndiana University Office of Scholarly PublishingJournal of Teaching and Learning with Technology2165-25542024-12-01131Gradescope in Large Lecture Classrooms: A Case Study at Indiana UniversityCarrie A. Hansel0Anne Ottenbreit-Leftwich1Joshua D. Quick2Anna Hungerfield Greene3Maggie Ricci4a:1:{s:5:"en_US";s:18:"Indiana University";}Indiana UniversityIndiana UniversityIndiana UniversityIndiana University This qualitative, multi-case study explores how instructors at one higher education institution used an emerging technology, Gradescope, in their large classes to support the assessment of student learning. The study examines the practices of two instructors who taught large lecture classes with more than 100 students and used Gradescope to assist with the assessment of student learning. Results indicate that using Gradescope helped the instructors overcome specific challenges associated with large lecture courses, such as grading a large volume of assignments, , providing timely feedback, and maintaining grading consistency across large numbers of students and graders. Course DFW rates decreased and average course grades increased during the semester where the instructors used Gradescope. Instructors reported increased grading efficiency and improved student satisfaction. However, the use of Gradescope is not entirely responsible for the positive impacts. Instructors also described adapting their teaching methods and assessment strategies to integrate Gradescope effectively. https://scholarworks.iu.edu/journals/index.php/jotlt/article/view/38519 |
| spellingShingle | Carrie A. Hansel Anne Ottenbreit-Leftwich Joshua D. Quick Anna Hungerfield Greene Maggie Ricci Gradescope in Large Lecture Classrooms: A Case Study at Indiana University Journal of Teaching and Learning with Technology |
| title | Gradescope in Large Lecture Classrooms: A Case Study at Indiana University |
| title_full | Gradescope in Large Lecture Classrooms: A Case Study at Indiana University |
| title_fullStr | Gradescope in Large Lecture Classrooms: A Case Study at Indiana University |
| title_full_unstemmed | Gradescope in Large Lecture Classrooms: A Case Study at Indiana University |
| title_short | Gradescope in Large Lecture Classrooms: A Case Study at Indiana University |
| title_sort | gradescope in large lecture classrooms a case study at indiana university |
| url | https://scholarworks.iu.edu/journals/index.php/jotlt/article/view/38519 |
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