RUME 26
2024
Omaha, Nebraska
Exploring Undergraduate Students’ Experiences With Standards-Based Grading
Page: 1363
Over the academic year of 2022-2023, seven Pennsylvania State University faculty from the departments of chemistry, math, physics, and statistics, have implemented standards-based grading methods (SBG) in a dozen classes, ranging from introductory to upper division and small (<25 students) to large (~500 students). We present results of an ongoing retrospective qualitative study that includes student interviews and focus groups. As we work towards building a grounded theory of students’ experiences with SBG, we have identified several preliminary emergent themes. First, many participants feel that SBG leads to deeper learning compared to traditional grading system. Second, students often highlighted the flexibility of SBG systems, particularly the common retake policy on proficiency checks or quizzes. Some students discussed using this flexibility to have more control over their learning, setting up the pace of their study, increasing motivation and reducing stress. One student mentioned difficulties that arose from such flexibility as they had to manage procrastination and work-avoidance behaviors. One focus group discussed the stress they felt related to the slow pace of progress and/or exhaustion from the large number of quizzes. Almost all participants reported some level of initial confusion with how SBG worked. Finally, some participants expressed mistrust towards the attribution of grades in traditional grading systems. These students conveyed that SBG grades felt more reflective of their actual understanding of the material.