The DOI matches its Crossref record.
Grading Classroom Participation
Open accessAbstract
The quality of student classroom participation can be improved if the instructor develops consistent and articulable standards for assessing classroom participation.
Overview
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In the citing paper
“Assessing effort and participation can happen in a variety of ways (Bean and Peterson, 1998; Rocca, 2010).”
From Teaching More by Grading Less (or Differently) (2014) · cites this paper as Bean and Peterson, 1998
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Citations
Cites
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Research works printed but not linked: 16
- Angelo T. A., 1993, Classroom Assessment Techniques: A Handbook for College Professors
- Baron J. B., 1987, Teaching Thinking Skills: Theory and Practice
- Bean J. C., 1996, The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom
- Bloom B. S., 1956, Taxonomy of Educational Objectives
- Bruffee K. A., 1993, Collaborative Learning: Higher Education, Interdependence, and the Authority of Knowledge
- Davis B. G., 1993, Tools for Teaching
- Jacobs L. C., 1992, Developing and Using Tests Effectively: A Guide for Faculty
- Janzow F., 1990, The Changing Face of College Teaching
- Johnson D. W., 1991, Joining Together: Group Theory and Group Skills
- McKeachie W. J., 1986, Teaching Tips: A Guidebook for the Beginning College Professor
- Marzano R., 1988, Dimensions of Thinking: A Framework for Curriculum and Instruction
- Meacham J., 1994, Discussions by E‐mail: Experiences from a Large Class on Multiculturalism, Liberal Education, 80, 36
- Sanders N. M., 1966, Classroom Questions: What Kinds?
- Stiggins R. J., 1986, Measuring Thinking Skills in the Classroom
- 10.1080/00091383.1989.9939866 · DOI
- White E. M., 1994, Recent Advances in Understanding, Evaluating, and Improving Student Performance
Cited by
Student participation in the college classroom: an extended multidisciplinary literature review
Rocca, K. A. (2010) · Communication Education · doi:10.1080/03634520903505936 · Cited by 526
Teaching More by Grading Less (or Differently)
Schinske, J., & Tanner, K. (2014) · CBE—Life Sciences Education · doi:10.1187/cbe.cbe-14-03-0054 · Cited by 326
Metadata
- Authors
- Bean, J. C., & Peterson, D.
- Venue
- New Directions for Teaching and Learning
- Publisher
- Wiley
- Published
- 1998-06
- Volume
- 1998
- Issue
- 74
- Pages
- 33-40
- ISSN
- 0271-0633 (ISSN-L)
- 1536-0768
- OpenAlex
- W1977677659
- Cited by
- 121
- References
- 0
- Citations by year
- 2026: 2 · 2025: 8 · 2024: 10 · 2023: 9 · 2022: 6 · 2021: 4 · 2020: 8 · 2019: 5 · 2018: 3 · 2017: 4 · 2016: 2 · 2015: 11 · 2014: 9 · 2013: 7 · 2012: 1
- FWCI
- 6.43
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- New Directions for Teaching and Learning (publishedVersion)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Education › Innovative Teaching Methods
- Social Sciences › Education › Evaluation of Teaching Practices
- Keywords
- student participation, grading, assessment standards, student engagement, instructor feedback, rubrics
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
