Standards-Based Grading: Principles and Assessments in Education
Explore the concept of standards-based grading in education, focusing on clear learning targets, assessments of mastery, and the importance of eventual mastery. Discover how this approach shifts from traditional grading methods to enhance learning outcomes.
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Standards-Based Grading EETI Showcase 22 Mar 2022
Motivation to change from tradition Personal dissatisfaction with traditional grading system Percentage grades do not exist in industry. We should be more like industry Grade grubbing is annoying and misses the point. Focus should be on learning Does the percentage grade have meaning? Connections between content and exams could be more explicit
What is standards-based grading? Standards-based (or mastery-based) grading takes many forms. Key principles of mastery-based grading: Clear learning targets Assessments of mastery Eventual mastery matters I try to refer to this system as standards-based grading because it s less problematic.
Learning Target # 1 2 Process Tested Clear learning targets Calculate the resultant force of a system of forces in 2D Calculate the resultant moment of system of forces in 2D Derive static equilibrium equations given a free-body diagram Perform a static analysis on a 2D object to determine reaction loads Perform a static analysis on a frame or machine to determine forces at pins Perform a static analysis on a truss to determine the force in each member Perform a static analysis on a frame or machine to determine internal loads Draw the shear ? ? and bending moment ? ? diagrams for a beam Determine the centroid and the moment of inertia of a plane area Calculate the resultant force of a system of forces in 3D Calculate the resultant moment of system of forces in 3D Perform a static analysis on a 3D object to determine reaction loads Considering friction effects, determine the force that causes impending motion 3 4 Student Learning Outcomes 5 6 7 8 9 10 11 12 13
Learning Target # 1 2 Process Tested Assessments Calculate the resultant force of a system of forces in 2D Calculate the resultant moment of system of forces in 2D Derive static equilibrium equations given a free-body diagram Perform a static analysis on a 2D object to determine reaction loads Perform a static analysis on a frame or machine to determine forces at pins Perform a static analysis on a truss to determine the force in each member Perform a static analysis on a frame or machine to determine internal loads 3 Assessment of mastery One exam per learning target (13 total) Exams are pass/fail Assessment of mastery One exam per outcome (13 total) Exams are pass/fail Pass indicates demonstrated mastery of process Pass indicates demonstrated mastery of process 4 5 6 7 Eventual mastery matters Students can retake failed exams New problem, same process Available on a limited basis Some exams count for other exams
Course Outcome # 1 2 3 Process Tested Outcomes Calculate the resultant force of a system of forces in 2D Calculate the resultant moment of system of forces in 2D Derive static equilibrium equations given a free-body diagram Perform a static analysis on a 2D object to determine reaction loads Perform a static analysis on a frame or machine to determine forces at pins Perform a static analysis on a truss to determine the force in each member Perform a static analysis on a frame or machine to determine internal loads Draw the shear ? ? and bending moment ? ? diagrams for a beam Determine the centroid and the moment of inertia of a plane area Calculate the resultant force of a system of forces in 3D Calculate the resultant moment of system of forces in 3D Perform a static analysis on a 3D object to determine reaction loads Considering friction effects, determine the force that causes impending motion Preparation, Participation, Practice (PPP) Group Project: perform a static analysis on a real-world machine 4 15 total outcomes all Pass/Fail 13 exams Limited possibilities to retake PPP Preparation (pre-class) Participation (in-class) Practice (homework) Group project Multiple submissions Lots of feedback Moving due dates 5 6 7 8 9 10 11 12 13 14 15
Course Outcome # 1 2 3 Process Tested Outcomes Calculate the resultant force of a system of forces in 2D Calculate the resultant moment of system of forces in 2D Derive static equilibrium equations given a free-body diagram Perform a static analysis on a 2D object to determine reaction loads Perform a static analysis on a frame or machine to determine forces at pins Perform a static analysis on a truss to determine the force in each member Perform a static analysis on a frame or machine to determine internal loads Draw the shear ? ? and bending moment ? ? diagrams for a beam Determine the centroid and the moment of inertia of a plane area Calculate the resultant force of a system of forces in 3D Calculate the resultant moment of system of forces in 3D Perform a static analysis on a 3D object to determine reaction loads Considering friction effects, determine the force that causes impending motion Preparation, Participation, Practice (PPP) Group Project: perform a static analysis on a real-world machine 4 15 total outcomes all Pass/Fail Final grade: 15/15: A 14: A- 12-13: B 10-11: C 6-9: D 0-5: F 5 6 7 8 9 10 11 12 13 14 15
Course Outcome # 1 2 3 Process Tested Outcomes Calculate the resultant force of a system of forces in 2D Calculate the resultant moment of system of forces in 2D Derive static equilibrium equations given a free-body diagram Perform a static analysis on a 2D object to determine reaction loads Perform a static analysis on a frame or machine to determine forces at pins Perform a static analysis on a truss to determine the force in each member Perform a static analysis on a frame or machine to determine internal loads Draw the shear ? ? and bending moment ? ? diagrams for a beam Determine the centroid and the moment of inertia of a plane area Calculate the resultant force of a system of forces in 3D Calculate the resultant moment of system of forces in 3D Perform a static analysis on a 3D object to determine reaction loads Considering friction effects, determine the force that causes impending motion Preparation, Participation, Practice (PPP) Group Project: perform a static analysis on a real-world machine 4 15 total outcomes all Pass/Fail Final grade: 15/15: A 14: A- 12-13: B 10-11: C 6-9: D 0-5: F Must perform static analysis to pass course 5 6 7 8 9 10 11 12 13 14 15
Exam Retake Effect Students who passed an exam on their first attempt vs students who passed eventually.
Final Course Grades GPA [4 pt] DFW [%] Standards-Based 2.63 33.6 Traditional 2.55 30.2
Some Thoughts/Observations Competition vs collaboration I doubt I will ever go back to traditional grading in statics Pass/Fail system is more like the real-world, and it s adaptable to many types of assessments Standards-based grading is more in-line with backwards course design Students interpret returned exams as feedback, not punishment My time is spent giving feedback, not deciding a number of points to deduct
Student Responses (end of semester) I really liked how the class was set up with 12 exams and doing examples the whole time in class. It really helped me learn it quickly and in manageable chunks. Several small tests throughout the semester was helpful. I really liked his teaching style and how our exams were I like the outcome system he introduced. It allows for the best possible grade while also reinforcing your knowledge by allowing retakes. The retakes make students restudy their missed topics compared to leaving them off until the next test or final. The way exam retakes were done was a good idea. The flipped classroom, weekly assessments, and pass/fail structure were all very helpful in managing the class and allowing us to know where we should focus our studies. It should not be 100 or nothing on the tests. There are too many places to make a small error in a subject like this, and expecting perfection when there are no worked solutions for the homework or class packets is ridiculous. The tests can be difficult sometimes but they are fair by how they are graded and given retake opportunities. Was helpful and class and designed the course with students in mind giving them multiple opportunities to learn the material. utilizing outcomes instead of percent for a grading scale was confusing at times. I.e. were graded based on number of assignments passed, where 10-13 assignments passed meant B and 13-15 meant A.
