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Self-grading: an approach to supporting self-directed learning

Most graduate students and even upper-level undergraduates desire to maximize control of their learning experience. One approach to supporting self-directed learning is to allow students to control course particulars such as assignments and due dates. This presentation describes an approach that allows students to define their own grading rubric for a semester-long software project and then to self-assess their grade on the project according to the rubric. The approach has been employed successfully in a graduate web application design and development course.