Best practices for using standards-based grading in engineering courses

Adam Carberry, Matthew Siniawski, Sara A. Atwood, Heidi A. Diefes-Dux

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

    10 Scopus citations

    Abstract

    Assessment of student achievement using a grading system is a major task required of engineering educators. The traditional approach is to use a summative score-based grading system that reports an end-of-semester letter grade based on student assignment scores throughout the course. Such an approach inherently fails to meet the conditions of sound assessment of student learning because the resulting final course grades only display how well students performed at completing separate assignments rather than how well they learned specific course objectives. Standards-based grading (SBG) is an alternative approach that directly measures the quality of students' proficiency toward course learning objectives. The following paper assessed the use of standards-based grading by ten instructors at six institutions to identify instructor perceived benefits for students, obstacles to implementation, and best practices for integration.

    Original languageEnglish (US)
    Title of host publication2016 ASEE Annual Conference and Exposition
    PublisherAmerican Society for Engineering Education
    Volume2016-June
    StatePublished - Jun 26 2016
    Event123rd ASEE Annual Conference and Exposition - New Orleans, United States
    Duration: Jun 26 2016Jun 29 2016

    Other

    Other123rd ASEE Annual Conference and Exposition
    CountryUnited States
    CityNew Orleans
    Period6/26/166/29/16

    ASJC Scopus subject areas

    • Engineering(all)

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  • Cite this

    Carberry, A., Siniawski, M., Atwood, S. A., & Diefes-Dux, H. A. (2016). Best practices for using standards-based grading in engineering courses. In 2016 ASEE Annual Conference and Exposition (Vol. 2016-June). American Society for Engineering Education.