Minimal Marking: A Success Story
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| Title: | Minimal Marking: A Success Story |
|---|---|
| Language: | English |
| Authors: | McNeilly, Anne |
| Source: | Canadian Journal for the Scholarship of Teaching and Learning. 2014 5(1). |
| Availability: | University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: info@cjsotl-rcacea.ca; Web site: http://www.cjsotl-rcacea.ca/ |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2014 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Journalism Education, Grading, Grammar, Learner Engagement, Outcomes of Education, Comparative Analysis, College Freshmen, Written Language, Language Tests, Punctuation, Language Usage, Rote Learning, Scores |
| Geographic Terms: | Canada (Toronto) |
| ISSN: | 1918-2902 |
| Abstract: | The minimal-marking project conducted in Ryerson's School of Journalism throughout 2012 and early 2013 resulted in significantly higher grammar scores in two first-year classes of minimally marked university students when compared to two traditionally marked classes. The "minimal-marking" concept (Haswell, 1983), which requires dramatically more student engagement, resulted in more successful learning outcomes for surface-level knowledge acquisition than the more traditional approach of "teacher-corrects-all." Results suggest it would be effective, not just for grammar, punctuation, and word usage, the objective here, but for any material that requires rote-memory learning, such as the Associated Press or Canadian Press style rules used by news publications across North America. |
| Abstractor: | As Provided |
| Number of References: | 36 |
| Entry Date: | 2014 |
| Accession Number: | EJ1045973 |
| Database: | ERIC |
| Abstract: | The minimal-marking project conducted in Ryerson's School of Journalism throughout 2012 and early 2013 resulted in significantly higher grammar scores in two first-year classes of minimally marked university students when compared to two traditionally marked classes. The "minimal-marking" concept (Haswell, 1983), which requires dramatically more student engagement, resulted in more successful learning outcomes for surface-level knowledge acquisition than the more traditional approach of "teacher-corrects-all." Results suggest it would be effective, not just for grammar, punctuation, and word usage, the objective here, but for any material that requires rote-memory learning, such as the Associated Press or Canadian Press style rules used by news publications across North America. |
|---|---|
| ISSN: | 1918-2902 |
