Standards-based grading: Preliminary studies to quantify changes in affective and cognitive student behaviors

Carberry, Adam R.; Siniawski, Matthew T.; Dionisio, John David N.

doi:10.1109/fie.2012.6462211

Cited by 21 publications

(22 citation statements)

References 14 publications

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“…This study follows the philosophy of Sadler, "Whether the actual path of learning is smooth or bumpy, and regardless of the effort the student has (or has not) put in, only the final achievement status should matter in determining the course grade [15]." The advantages of SBG are that it provides better feedback to the instructor on student performance, improves student achievement of learning objectives [2], it can reduce time in grading com-pared to traditional score-based systems [11], and can also be directly used in showing student achievement of performance indicators of Student Outcomes for accreditation without the need for extraneous bookkeeping.…”

Section: Discussionmentioning

confidence: 99%

“…• Coming to grips with the concept of a standard • Determining how to set standards • Communicating standards to students and colleagues • Becoming proficient in the use of standards SBG was first developed in the 90s [11]. Very little information has been published on the use of Standards-Based Grading (SBG) in engineering courses.…”

Section: Introductionmentioning

confidence: 99%

“…In summative grading, a weightedaverage of student scores on a diverse set of assignments is added together to arrive at a final grade that is supposed to assess students' performance in the course. The traditional method to assess student performance in STEM courses is a summative scorebased grading system [11]. In summative grading, it is common to measure student achievement on an assignment based on how many "points" they obtain, but the point is not a well-defined unit of measurement.…”

Section: Introductionmentioning

confidence: 99%

“…Standards-Based Grading can also help instructors to more clearly communicate to the students exactly what they will be expected to know and demonstrate on assessments. SBG aims to establish strong connections between assessments (and grades) and course objectives and provide a tool for program assessment [11,12]. The four main challenges facing an instructor who wishes to use SBG are [12]:…”

Section: Introductionmentioning

confidence: 99%

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Standards-Based Grading in a Thermodynamics Course

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2017

Int. J. Eng. Ped.

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Abstract-Standards based grading is a formal assessment mechanism that tests for student achievement of specified learning objectives, or standards. Standards-Based-Grading has been gaining in popularity in K-12 education, and also has been seeing increased use in higher education, though it has only recently been used in engineering education. This paper describes how StandardsBased Grading was implemented in a second-semester Thermodynamics course. A total of eleven learning objectives were specified for the course. In this implementation of Standards-Based Grading, all assessments are done on a pass-fail basis. That is to say, there is no partial credit given. Once a student passes an assessment, usually given in the form of a quiz, on a given learning objective, it is assumed the student has mastered that concept and is not tested on it again. Students are allowed to re-test on particular objectives if they do not pass them on the first try. The final exam serves as a last chance for students to pass any objectives they did not complete earlier in the semester. The learning objectives can be mapped to student outcomes such as those required for accreditation without having to generate a separate set of data outside the normal course grading. Keywords-Engineering education, Accreditation, Engineering students IntroductionThere have been only a very few publications on the use of standards-based education in engineering courses, including one outlining the use of the method in a materials science course [1] one for a fluid mechanics course [2], and one for project design courses [3]. This paper expands on the limited literature by demonstrating how standards-based grading could be used in a thermodynamics course. The motivations for standards-based grading are given by Post [2]. To summarize they are:1. Remove arbitrariness and inconsistency from grading [4] 2. Reduce time in grading 3. Make grading and expectations clear to students 4. Improve students learning and understanding by focusing their efforts on successfully completing big picture tasksThe efficacy of active learning activities [5] and cooperative learning strategies [6][7][8] has been demonstrated convincingly in the literature. So how should grading being iJEP

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Standards-Based Grading in a Thermodynamics Course

Post

2017

Int. J. Eng. Ped.

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“…This grading approach has gained popularity and increased use at the K-12 level along with versions of competency-based grading in higher education. To date, however, there have been no studies outside of the current investigators' work that has analyzed SBG within higher education engineering courses [7][8][9] . In an effort to add to this literature, the following paper evaluates the use of standards-based grading in engineering courses by ten different instructors at six different institutions to identify best practices for implementation.…”

Section: Introductionmentioning

confidence: 99%

Best Practices for Using Standards-based Grading in Engineering Courses

Carberry

Siniawski

Atwood

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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a member of Purdue's Teaching Academy. Since 1999, she has been a faculty member within the FirstYear Engineering Program, teaching and guiding the design of one of the required first-year engineering courses that engages students in open-ended problem solving and design. Her research focuses on the development, implementation, and assessment of modeling and design activities with authentic engineering contexts. She is currently a member of the educational team for the Network for Computational Nanotechnology (NCN).

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2016

The Assessment of Learning in Engineering Education

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Standards-based grading: Preliminary studies to quantify changes in affective and cognitive student behaviors

Cited by 21 publications

References 14 publications

Standards-Based Grading in a Thermodynamics Course

Standards-Based Grading in a Thermodynamics Course

Best Practices for Using Standards-based Grading in Engineering Courses

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