Raising the Bar with Standards-Based Grading

Selbach-Allen, Megan E.; Greenwald, Sarah J.; Ksir, Amy E.; Thomley, Jill E.

doi:10.1080/10511970.2019.1695237

Cited by 16 publications

(14 citation statements)

References 6 publications

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“…Second, although it has been noted by personal experiences in different settings that SBG is likely a more consistent grading system (Selbach‐Allen et al, 2020), more rigorous grader training with the SBG system was instituted to improve the reliability and quality of feedback on assignments (Hicks, 2020; Hicks & Douglas, 2018). One indicator of improvement is the average number of characters in the graders' written feedback.…”

Section: Discussionmentioning

confidence: 99%

“…Students may also have perceived that they benefited from ongoing feedback viewing in this course, as computer programming skills built on each other and attention to feedback across project milestones ensured success on the final project submission. So, higher quality feedback and students' perceived value and utility of the feedback to their course success (Lizzio & Wilson, 2008; Selbach‐Allen et al, 2020) may have driven their feedback viewing.…”

Section: Discussionmentioning

confidence: 99%

“…The clear articulation of expectations in the form of learning objectives, the alignment of curriculum to those learning objectives, and the rich feedback based on those learning objectives that comprise an SBG system make this form of grading transparent and meaningful for students, instructors, and other stakeholders (e.g., Boud, 2017; Sadler, 2005; Scriffiny, 2008). In a discussion of the benefits and challenges of SBG in relation to Nilson's (2014) 15 criteria for a good grading system, Selbach‐Allen et al (2020) found SBG to rate favorably, with the rewards outweighing the challenges.…”

Section: Literature Reviewmentioning

confidence: 99%

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Reflection types and students' viewing of feedback in a first‐year engineering course using standards‐based grading

Diefes‐Dux

Castro

2022

J of Engineering Edu

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Background Feedback is one of the most powerful and essential tools for learning and assessment, particularly when it provides the information necessary to close an existing gap between actual and reference levels of performance. The literature on feedback has primarily focused on addressing strategies for providing effective feedback rather than aspects of students' readiness to engage with feedback. Purpose/Hypothesis This study investigated whether reflection, as a routine pedagogical intervention grounded in self‐regulated learning theory, promotes the frequency with which students view feedback. Design/Method A quasi‐experimental design was employed to examine the relationship between the use of four different reflection types, as well as no reflection, and students' feedback viewing behaviors in a first‐year engineering course that used standards‐based grading. Clickstream data were gathered through the learning management system to count the number of times students viewed feedback. The number of feedback views was compared by reflection type using descriptive statistics and a generalized linear model; weekly feedback viewing patterns were examined using time‐descriptive graphs and the time‐series cluster analysis. Results Findings suggest reflection has the potential to increase the frequency of feedback views. Reflection not only had a positive and significant effect on the number of times students viewed feedback but also resulted in less variability between course sections and instructors when structured reflections made explicit references to feedback. Conclusions Students need feedback to learn effectively, but many do not view feedback without formal prompting. The authors recommend instructors consistently administer reflections that include explicit pointers to feedback throughout the semester.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Reflection types and students' viewing of feedback in a first‐year engineering course using standards‐based grading

Diefes‐Dux

Castro

2022

J of Engineering Edu

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“…Reducing student stress is a theme several math instructors have noted in their undergraduate courses (Elsinger & Lewis, 2019;Lewis, 2019;Selbach-Allen, Greenwald, Ksir, & Thomley, 2019). In particular, Lewis (2019) theorizes office hours provided for tutorial and reassessment opportunities may benefit females, a subgroup previously expressing higher levels of test anxiety.…”

Section: S Tandards -Ba S Ed G R Ad Ingmentioning

confidence: 99%

Alternative grading practices: An entry point for faculty in competency‐based education

Townsley

Schmid

2020

J of Competency-Based Ed

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Due to a lack of buy‐in from multiple stakeholder groups, institutions of higher learning may struggle to reorient their entire course and program offerings to embrace the full breadth of competency‐based education. One such way of overcoming these systematic issues to make incremental progress toward competency‐based education is to consider practices such as grading that single professors can implement without the need of full institutional support. Few college instructors are likely to have received any formal grading training. As such, they may rely on institutional norms and their personal experiences as students. In response to historical grading challenges in higher education, some faculty members have adopted models working against the status quo such as mastery grading, specifications grading, and standards‐based grading, which all promote students demonstrating their learning on criterion‐referenced tests in a more flexible time frame. The purpose of this paper is to describe alternative forms of grading as an entry point for faculty incrementally progressing toward competency‐based education axioms in higher education. The authors recommend a multiple‐step course design framework and areas for future research.

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“…We end this issue with an article that pulls together many threads of motivation, implementation, and reflection on mastery grading: "Raising the Bar with Standards-Based Grading" [15] by Selbach-Allen et al This article explores four different implementations of SBG at a wide range of institutions and in a variety of classes, and provides a look at diverse implementation strategies. The authors reflect on SBG using Linda Nilson's criteria for evaluating grading systems described in [13].…”

Section: Integrating Mastery Grading With Your Style and Your Studentsmentioning

confidence: 99%

Introduction to the Special Issue on Implementing Mastery Grading in the Undergraduate Mathematics Classroom

Campbell

Clark²,

OShaughnessy

2020

PRIMUS

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This editorial serves as an introduction to the Special Issue on Implementing Mastery Grading in the Undergraduate Mathematics Classroom. We provide a broad introduction to mastery grading and describe articles in this special issue that provide a wide range of implementations of mastery grading in a variety of undergraduate mathematics classrooms. We conclude by identifying additional resources available to new practitioners, and describing ideas for future work related to mastery grading. We hope this special issue will serve as a resource for both experienced practitioners and those who wish to begin using mastery grading.

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Raising the Bar with Standards-Based Grading

Cited by 16 publications

References 6 publications

Reflection types and students' viewing of feedback in a first‐year engineering course using standards‐based grading

Reflection types and students' viewing of feedback in a first‐year engineering course using standards‐based grading

Alternative grading practices: An entry point for faculty in competency‐based education

Introduction to the Special Issue on Implementing Mastery Grading in the Undergraduate Mathematics Classroom

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