Effective Learning in Large Classes Through Risk Management

Abstract

AbstractRisk Management strategies for maintaining student performance in large classes are discussed. Risk management theory is discussed and used to describe student behavior. Results of risk management experiments in which students are exposed to alternative levels of grading are reported along with other factors which influence student behavior. Class performance was not found to decline under a system involving only a 50 percent chance of assignments being graded. Procedures for implementing and limitations of chance grading systems in large classes are discussed.