RUME 26
2024
Omaha, Nebraska
Motivations for Grading Among Math and Physics Faculty
Page: 1184
A student’s course grade is typically an overall representation of multiple graded categories chosen by faculty. This study uses interviews with math and physics faculty to determine their rationale for selecting grading and assessment systems. We hope by identifying common faculty motivations, we can provide a baseline for future discussions on the implementation of alternative grading practices. Semi-structured interviews were conducted to present math and physics faculty with questions regarding enrollment size, length of implementation, and feedback processes. Preliminary analysis of faculty interviews demonstrates significant similarities in rationale across departments. All faculty considered enrollment size and course content when selecting systems. Findings indicated two central student learning goals and the emergence of four dominant motivations.