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Specifications and mastery grading schemes have been growing in popularity in higher education over the past several years, and reports of specifications grading and other alternative grading systems are emerging in the chemistry education literature. The general goal of these alternative grading approaches is to reduce the reliance on high-stakes exams and give students a more transparent pathway to achieving the course learning outcomes. More importantly, relying less on infrequent high-stakes exams may help reduce historical equity gaps in introductory gateway STEM courses. Herein, we describe the implementation of two versions of mastery grading systems in large enrollment general chemistry courses at a public R1 institution. Class-wide course outcomes, equity gaps in performance on a common final exam, and student feedback on their experience navigating these grading schemes are presented. We show that combining mastery grading with interactive courseware tools improved the average performance on a common final assessment for under-represented minority (URM) students by 7.1 percentage points relative to an active control course that used infrequent high-stakes exams.
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Towards a Grading Model That Supports Learning in Biology Courses
Synopsis Advanced biology courses, particularly terminology-heavy organismal biology courses, pose unique challenges, which were further compounded by the Covid-19 pandemic. While attending to instructional strategies is one evident way to address these challenges, grading schemes can also be modified or completely restructured to accomplish this goal. What if the grading expectations could be aligned to how students learn in a way that supports their agency and empowers them? What if our grading schemes facilitate learning in students and provide opportunities for students to further study the material, even after they performed poorly in those areas? This paper unpacks the perspectives, course procedures, and thinking in two advanced biology courses that led the instructor to move away from traditional grading procedures and to adopt a more open grading schematic that facilitated student change and learning. The resulting grading model aligns with applied cognitive theories on knowledge acquisition and would be of interest to instructors interested in focusing on student learning progression and student improvement and retention in biology and other STEM subjects.
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- Award ID(s):
- 2000268
- PAR ID:
- 10664028
- Publisher / Repository:
- Oxford Academic
- Date Published:
- Journal Name:
- Integrative And Comparative Biology
- Volume:
- 65
- Issue:
- 6
- ISSN:
- 1540-7063
- Page Range / eLocation ID:
- 1914 to 1922
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript
- Journal Article:
- https://doi.org/10.1093/icb/icaf153
