March 2024
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Proceedings of the Canadian Engineering Education Association (CEEA)
Driven by student requests for more marks (some prefer ‘partial credit’), this paper asks if there is evidence that students adapt to the marking rubrics encountered in universities. Through a weekly handout in a first-year engineering mathematics class, we explore the progress students make in their understanding of how instructors grade. How does student expectation of an unknown grading rubric shift with the accumulation of experience in a course? Through our exploration, we reveal unfortunate findings about how well students adapt, a lot of unanswered questions, a few sources of good news, and promising directions for the research to pursue.