Gender Effects on Re-assessment Attempts in a Standards-Based Grading Implementation

Abstract

This article describes a Standards-Based Grading (SBG) implementation used in a variety of lower-level mathematics courses, notably including the use of oral re-assessments. A retrospective study of this implementation was conducted that showed that female students take advantage of optional oral re-assessments at greater rates than male students (p < 0.0001). This paper also discusses the potential ways the assessment structure of SBG can foster a more equitable learning environment, such as through reducing anxiety and stereotype threat in students.

Keywords:

• Standards-based grading
• oral assessment
• anxiety
• stereotype threat

Additional information

Notes on contributors

Drew Lewis

Drew Lewis is an assistant professor of mathematics at the University of South Alabama. He received his Ph.D. from Washington University and his B.S. from the University of Alabama. His research interests include affine algebraic geometry and the use of team-based learning in mathematics.