Using standards-based grading to effectively assess project-based design courses

Sara A. Atwood, Matthew T. Siniawski, Adam Carberry

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

    6 Citations (Scopus)

    Abstract

    Standards-based grading (SBG) is an alternative to traditional score-based grading systems that allows an instructor to provide assessment linked to course objectives. SBG ties assessment throughout a course with these objectives, while also providing clear, meaningful feedback, fairness and transparency in the grading process, and useful program assessment. Project-based design courses align well with SBG because their nature demands repeat assessment of fundamental learning objectives. The following study investigated the use of SBG in two cornerstone design courses with similar learning objectives at different ABET accredited engineering programs. Overall, students reported that the standards based grading system has higher value (2.94 + 0.87) than cost (2.03 + 0.78) on a 4-point scale (p <0.001). Students at the small, liberal arts college responded with generally higher ratings for both value and cost, with a larger average difference between combined value and cost (1.0 and 0.81, respectively), than students at a large, public university. Additionally, students reported higher self-efficacy in design-based objectives after the course, with an average self-efficacy increase of 15-20 points on a 100-point scale.

    Original languageEnglish (US)
    Title of host publicationASEE Annual Conference and Exposition, Conference Proceedings
    PublisherAmerican Society for Engineering Education
    StatePublished - 2014
    Event121st ASEE Annual Conference and Exposition: 360 Degrees of Engineering Education - Indianapolis, IN, United States
    Duration: Jun 15 2014Jun 18 2014

    Other

    Other121st ASEE Annual Conference and Exposition: 360 Degrees of Engineering Education
    CountryUnited States
    CityIndianapolis, IN
    Period6/15/146/18/14

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    ASJC Scopus subject areas

    • Engineering(all)

    Cite this

    Atwood, S. A., Siniawski, M. T., & Carberry, A. (2014). Using standards-based grading to effectively assess project-based design courses. In ASEE Annual Conference and Exposition, Conference Proceedings American Society for Engineering Education.

    Using standards-based grading to effectively assess project-based design courses. / Atwood, Sara A.; Siniawski, Matthew T.; Carberry, Adam.

    ASEE Annual Conference and Exposition, Conference Proceedings. American Society for Engineering Education, 2014.

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

    Atwood, SA, Siniawski, MT & Carberry, A 2014, Using standards-based grading to effectively assess project-based design courses. in ASEE Annual Conference and Exposition, Conference Proceedings. American Society for Engineering Education, 121st ASEE Annual Conference and Exposition: 360 Degrees of Engineering Education, Indianapolis, IN, United States, 6/15/14.
    Atwood SA, Siniawski MT, Carberry A. Using standards-based grading to effectively assess project-based design courses. In ASEE Annual Conference and Exposition, Conference Proceedings. American Society for Engineering Education. 2014
    Atwood, Sara A. ; Siniawski, Matthew T. ; Carberry, Adam. / Using standards-based grading to effectively assess project-based design courses. ASEE Annual Conference and Exposition, Conference Proceedings. American Society for Engineering Education, 2014.
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