View in EDS

Minimal Marking: A Success Story

Saved in:
Bibliographic Details
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
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1045973
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1045973
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Minimal Marking: A Success Story
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22McNeilly%2C+Anne%22">McNeilly, Anne</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Canadian+Journal+for+the+Scholarship+of+Teaching+and+Learning%22"><i>Canadian Journal for the Scholarship of Teaching and Learning</i></searchLink>. 2014 5(1).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 12
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2014
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Journalism+Education%22">Journalism Education</searchLink><br /><searchLink fieldCode="DE" term="%22Grading%22">Grading</searchLink><br /><searchLink fieldCode="DE" term="%22Grammar%22">Grammar</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22College+Freshmen%22">College Freshmen</searchLink><br /><searchLink fieldCode="DE" term="%22Written+Language%22">Written Language</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Tests%22">Language Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Punctuation%22">Punctuation</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Rote+Learning%22">Rote Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Canada+%28Toronto%29%22">Canada (Toronto)</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1918-2902
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 36
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2014
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1045973
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1045973
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Journalism Education
        Type: general
      – SubjectFull: Grading
        Type: general
      – SubjectFull: Grammar
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: College Freshmen
        Type: general
      – SubjectFull: Written Language
        Type: general
      – SubjectFull: Language Tests
        Type: general
      – SubjectFull: Punctuation
        Type: general
      – SubjectFull: Language Usage
        Type: general
      – SubjectFull: Rote Learning
        Type: general
      – SubjectFull: Scores
        Type: general
      – SubjectFull: Canada (Toronto)
        Type: general
    Titles:
      – TitleFull: Minimal Marking: A Success Story
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: McNeilly, Anne
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2014
          Identifiers:
            – Type: issn-electronic
              Value: 1918-2902
          Numbering:
            – Type: volume
              Value: 5
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Canadian Journal for the Scholarship of Teaching and Learning
              Type: main
ResultId 1