What's The Point? The Benefits of Grading Without Points

Brilleslyper, Mike; Ghrist, Michelle; Holcomb, Trae; Schaubroeck, Beth; Warner, Bradley A.; Williams, Scott A.

doi:10.1080/10511970.2011.571346

Cited by 21 publications

(11 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Finally, according to Brilleslyper, Ghrist, Holcomb, Schaubroeck, Warner and Williams (2012), students tend to focus on the points accumulation within a class, thus, they tend to not focus on learning outcomes. It is possible that we design courses for learning, but the points becomes the overriding goal of the student (Kohn, 1999).…”

Section: Discussionmentioning

confidence: 99%

Student Perceptions of the Use of Multimedia for Online Course Communication

Krause

Portolese

Bonner

2017

OLJ

View full text Add to dashboard Cite

A great deal of research exists in the use of multimedia communications in online classrooms as a means of furthering student engagement. However, little research exists that examines the perceptions of students when such technologies are used. Additionally, it is unclear that students are likely to engage in the use of such technologies when available. This research explores the perceptions of 69 students taking both online and hybrid undergraduate project management courses. Specifically, the study seeks to explore how students experienced the use of multimedia by their instructor and classmates in both online announcements and discussions, as well as whether these same students used or would be likely to use multimedia for similar communications. Finally, student perceptions of social presence, the degree to which one is perceived as a real person in computer-mediated communication (Gunawardena, 1995), are examined. The results of the study indicate that while students overwhelming enjoy the instructor's use of multimedia communication, they are unlikely to engage in using these technologies themselves. A discussion of these results and recommendations for further research complete this paper.

show abstract

Section: Discussionmentioning

confidence: 99%

Student Perceptions of the Use of Multimedia for Online Course Communication

Krause

Portolese

Bonner

2017

OLJ

View full text Add to dashboard Cite

show abstract

“…The specific approaches, or combinations of approaches, all have two things in common: 1) de-emphasizing faculty assessment of learning with a letter grade and 2) emphasizing students' role in their learning and in evaluating their learning. Research shows that grades diminish creativity, risk-taking, and motivation (Brilleslyper et al, 2012). Implementing ungrading strategies shifts the focus from letter grades to feedback focused on improvement (Giles et al, 2010).…”

Section: What Does Ungrading Look Like?mentioning

confidence: 99%

Implementing non-traditional assessment strategies in teacher preparation: Opportunities and challenges

Newton

Williams

Feeney

2020

JCVE

View full text Add to dashboard Cite

Assessment and grading in higher education have traditionally focused on “A” through “F”, or point-based alpha-numeric letter grades and subjective, independent grading systems. Despite the ubiquity of this system, there are no universal guidelines on how to assess student learning on that scale. What can be problematic about “the way things have always been” is that students are frequently de-humanized; higher education faculty often focus on compliance and authoritarian teaching rather than engaging in the learning process alongside the students. In contrast, some faculty members have explored non-traditional assessment practices in their coursework to enhance the learning process and improve individualized student support. This article offers strategies for implementing non-traditional assessments, specifically mediated office hours, mastery learning, and ungrading strategies are addressed.

show abstract

“…While these techniques support our efforts, they are not the same as mastery-based testing. For example, some teachers use standards-based grading or no-points grading (Brilleslyper et al, 2012). In Beatty (2013), students earned points per standard or objective for the course not through exam points.…”

Section: Motivation For Implementation Of Mastery-based Testingmentioning

confidence: 99%

Comparing Mastery-based Testing with Traditional Testing in Calculus II

Harsy

Hoofnagle

2020

ij-sotl

View full text Add to dashboard Cite

The authors present the results of quantitative data and student feedback from a two-year study of the effects of a new assessment model called "mastery-based testing." In mastery-based testing, students are given problems in which they can only receive full credit for the problem after they demonstrate mastery of the objective being assessed. This method strives to increase complete understanding of concepts through a growth-mindset approach to learning in addition to helping alleviate math anxiety. In this study, we compare the impact of mastery-based testing with traditional testing in six Calculus II classes. The data sources for the project included end-of-semester surveys, a final mastery assessment, and end-of-semester course grades. We found that mastery-based testing led to students feeling the assessments better reflected their content knowledge as well as higher end-of-semester course grades with fewer hours spent studying outside of class.

show abstract

What's The Point? The Benefits of Grading Without Points

Cited by 21 publications

References 4 publications

Student Perceptions of the Use of Multimedia for Online Course Communication

Student Perceptions of the Use of Multimedia for Online Course Communication

Implementing non-traditional assessment strategies in teacher preparation: Opportunities and challenges

Comparing Mastery-based Testing with Traditional Testing in Calculus II

Contact Info

Product

Resources

About