RUME 28
2026
Alexandria, Virginia
Grades, Learning, and Reattempts: How Students Experience Outcomes-Based Testing
Page: 1339
Recent interest in alternative grading practices has prompted exploration of methods that prioritize learning, feedback, and iteration over traditional points-based assessments. Outcomes-based testing (OBT) is one alternative grading approach, allowing students multiple attempts on clearly defined outcomes without penalty. This quantitative and qualitative study examined student perceptions of OBT in undergraduate linear algebra at a medium-sized public engineering institution. Data were collected through pre- and post-semester surveys across four sections of the course taught by two instructors. A thematic analysis of qualitative data, combined with quantitative results, explored perceived benefits and drawbacks and what grades represent to students. Findings indicate students view OBT as supporting deeper learning and self-regulation, reducing stress, and providing fairer, more accurate grades. However, student experience varied based on frequency of reattempting outcomes, with greater benefits for students who used fewer reattempts. Implications for improving OBT implementation and promoting equity in student learning will be discussed.