Renewable assignments such as student-created quiz questions transcend classroom boundaries and can ameliorate economic injustice¶
Claim · All claims
Evidence · 1 study · theoreticalr3·q1
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q1 i? A renewable assignment in which students author multiple-choice questions for an open textbook is a process-oriented, student-centered OEP with pedagogical purpose and economic social justice impact through supporting wider OER adoption. → Bali 2020
Evidence¶
Bali 2020¶
Bali, M, et al. (2020). Framing Open Educational Practices from a Social Justice Perspective. Journal of Interactive Media in Education, 2020(1): 10, pp. 1–12. https://doi.org/10.5334/jime.565
q1 · i? · theoretical · r3
Conceptual analysis of a Social Psychology renewable assignment in which a class of 35 undergraduate students progressively authored multiple-choice questions, with weekly double-blind peer reviews. The article argues the assignment "transcends the boundaries of the classroom" and ameliorates economic injustice by creating an ancillary resource for open textbooks.
"Yet the assignment undeniably transcends the boundaries of the classroom, lives beyond the semester, and has a greater impact than traditional, " disposable" assignments (Seraphin et al. 2019), while primarily being about deeper learning and authentic assessment."
Discussion¶
Related Claims¶
- Evidence on whether initial short-answer questions produce more learning than initial multiple-choice questions is mixed, with recent studies finding little or no difference — related
- Openness in education shifts the focus from content (OER) to practices (OEP) — a broader claim this one bears on
- Students created and took peer assessments in Forms, learning through writing quiz questions and answer options — a narrower finding that bears on this claim
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
renewable-assignments-economic-justice |
title |
Renewable assignments such as student-created quiz questions transcend classroom boundaries and can ameliorate economic injustice |
description |
Renewable assignments such as student-created quiz questions transcend classroom boundaries and can ameliorate economic injustice |
status |
review |
evidence_strength |
weak |
newest_evidence |
2020 |
generated |
by process:wiki-ingest on 2026-09-26 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — bali-2020 |
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