Many students associate grades with
the completion of course work
rather than learning the course content. While research has heavily
focused on teaching strategies and instructional tools to improve
students’ learning in general chemistry, less focus has been
given to assessments as a learning tool to improve students learning.
Standards-based grading (SBG) is a nontraditional assessment method
that explicitly connects the learning course objectives with assessments
and student grades. Provided with more than one opportunity to demonstrate
their knowledge of course objectives, students are evaluated on their
level of achievement of these objectives. This article describes the
implementation, outcomes, and challenges of SBG in a large enrollment
nonmajors’ general chemistry course. Evidence is presented
regarding the use of SBG in chemistry from the evaluation of two semesters
of students’ assessment scores and a student opinion survey.
Students appeared to use the structure of the SBG to pass the course
at higher rates than previous semesters, demonstrated some metacognitive
skills, and generally appreciated SBG as the assessment method in
the course.