Faculty perception before and after implementation of standards-based grading

Eunsil Lee, Adam Carberry, Heidi Diefes-Dux, Sara Atwood, Matthew Siniawski

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

    3 Scopus citations

    Abstract

    An effective transition to a new grading system requires a process of reflecting on experiences to understand and reframe perceptions of grading. Standards-based Grading (SBG), an alternative to the traditional, summative score-based grading, was introduced to higher education engineering faculty either through a workshop or as a direct participant of a larger research project. These faculty were surveyed to better understand the perceptions faculty hold before and after implementation of SBG. Perceived student gains, barriers, and best practices were solicited using an open-ended survey of faculty who had attended the workshop on SBG, were preparing to implement SBG, or had implemented SBG for the first time. Themes among the different groups emerged, providing insights into faculty perceptions at different phases of SBG implementation. The study also demonstrated the necessity of faculty support structures to establish an environment favorable for widespread grading reformation.

    Original languageEnglish (US)
    Title of host publication2017 Research in Engineering Education Symposium, REES 2017
    PublisherResearch in Engineering Education Network
    StatePublished - Jan 1 2017
    Event2017 Research in Engineering Education Symposium, REES 2017 - Bogota, Colombia
    Duration: Jul 6 2017Jul 8 2017

    Other

    Other2017 Research in Engineering Education Symposium, REES 2017
    CountryColombia
    CityBogota
    Period7/6/177/8/17

    ASJC Scopus subject areas

    • Education
    • Computer Science (miscellaneous)
    • Engineering (miscellaneous)

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