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We present a grading paradigm for student projects that statistics instructors may find useful in assessing written work in a timely manner. This grading system may also help the students and instructor feel more satisfied that papers were graded objectively. The paper also discusses particular conceptual errors that the author has discovered when grading projects. We include several other class-tested suggestions for ways in which projects can be used to reinforce statistical concepts.
The CAUSE Research Group is supported in part by a member initiative grant from the American Statistical Association’s Section on Statistics and Data Science Education