TY - CONF
T1 - Faculty perception before and after implementation of standards-based grading
AU - Lee, Eunsil
AU - Carberry, Adam
AU - Diefes-Dux, Heidi
AU - Atwood, Sara
AU - Siniawski, Matthew
N1 - Funding Information:
This work was made possible by support from the National Science Foundation (NSF DUE-1503794). Any opinions, findings, conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the National Science Foundation.
Publisher Copyright:
Copyright © 2017 Eunsil Lee, Adam Carberry, Heidi Diefes-Dux, Sara Atwood, and Matthew Siniawski.
PY - 2017
Y1 - 2017
N2 - 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.
AB - 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.
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M3 - Paper
AN - SCOPUS:85034236348
T2 - 2017 Research in Engineering Education Symposium, REES 2017
Y2 - 6 July 2017 through 8 July 2017
ER -