You might be interested in the article Algebra Homework: A Sandwich! by D. Bruce Jackson in the March 2014 issue of Mathematics Teacher. Despite the title, it's not really specific to algebra and it provides one way to address exactly the problem you're talking about. Basically, the idea is to make a homework problem a 3-step process. First, do the problem, then check the answer, and if it's wrong do it again. The students effectively self-grade, from the perspective of getting the correct answers.

I don't remember what the article suggests in terms of how to translate that into a homework grade. Personally, I would want to do some spot-checking to make sure the student is really checking all of their answers (and the penalty for an uncorrected wrong answer would be harsh) and checking that the work that leads to a correct answer is correct.

You might be interested in the article Algebra Homework: A Sandwich! by D. Bruce Jackson in the March 2014 issue of Mathematics Teacher. Despite the title, it's not really specific to algebra and it provides one way to address exactly the problem you're talking about. Basically, the idea is to make a homework problem a 3-step process. First, do the problem, then check the answer, and if it's wrong do it again. The students effectively self-grade, from the perspective of getting the correct answers.

I don't remember what the article suggests in terms of how to translate that into a homework grade. Personally, I would want to do some spot-checking to make sure the student is really checking all of their answers (and the penalty for an uncorrected wrong answer would be harsh) and checking that the work that leads to a correct answer is correct.

You might be interested in the article "Algebra Homework: A Sandwich!" by D. Bruce Jackson in the March 2014 issue of Mathematics Teacher. Despite the title, it's not really specific to algebra and it provides one way to address exactly the problem you're talking about. Basically, the idea is to make a homework problem a 3-step process. First, do the problem, then check the answer, and if it's wrong do it again. The students effectively self-grade, from the perspective of getting the correct answers.

I don't remember what the article suggests in terms of how to translate that into a homework grade. Personally, I would want to do some spot-checking to make sure the student is really checking all of their answers (and the penalty for an uncorrected wrong answer would be harsh) and checking that the work that leads to a correct answer is correct.

You might be interested in the article Algebra Homework: A Sandwich! by D. Bruce Jackson in the March 2014 issue of Mathematics Teacher. Despite the title, it's not really specific to algebra and it provides one way to address exactly the problem you're talking about. Basically, the idea is to make a homework problem a 3-step process. First, do the problem, then check the answer, and if it's wrong do it again. The students effectively self-grade, from the perspective of getting the correct answers.

I don't remember what the article suggests in terms of how to translate that into a homework grade. Personally, I would want to do some spot-checking to make sure the student is really checking all of their answers (and the penalty for an uncorrected wrong answer would be harsh) and checking that the work that leads to a correct answer is correct.