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Abstract
Standards-based grading, in which grading should be designed to communicate to students their current level of mastery with regards to well-articulated standards, is becoming popular at the K-12 level. As yet, the literature addressing standards-based grading at the university level is scarce. In this paper, I document my attempts to put into practice the principles of standards-based grading in a lower-level undergraduate mathematics course that aims to introduce mathematical proof and the basic definitions of sets, logic, and functions.
ACKNOWLEDGEMENTS
Foremost, I would like to thank my students for their participation in this project. I also owe thanks to a former student who suggested the notion of standards-based grading in an anonymous feedback poll. I thank the referees and editors for their very helpful suggestions and improvements. Finally, I am also very much indebted to Stephanie Chasteen for her tutelage in the education literature, and her very detailed feedback on an earlier draft which greatly improved this article.
Additional information
Notes on contributors
Katherine E. Stange
Katherine E. Stange is an assistant professor at the University of Colorado, Boulder, where she hopes to share the creative and exploratory aspects of mathematics with her students. She is a number theorist, with a special interest in mathematics which brings together number theory and geometry, computer exploration, and visualization.