Relating Consistent Improvement to Overall Performance in a Calculus I Course that Utilizes Standards-Based Grading

Abstract

In this study, we analyzed student participation and success in a college-level Calculus I course that utilized standards-based grading. By measuring the level to which students participate in this class structure, we were able to use a clustering algorithm that revealed multiple groupings of students that were distinct based on activity throughout the semester. Additionally, we analyzed student progress, defined as the number of graded activities successfully completed each week. We found that students who progressed steadily throughout the semester, and thus had lower variability in the number of completed activities per week, tended to receive a higher overall grade. Students whose progress was less consistent, and thus exhibited higher variability in weekly activities completed, tended to receive a lower grade. Overall, this shows a relationship between understanding the expectations in standards-based grading and succeeding in a course.

Keywords:

• Standards-based grading
• mastery grading
• motivation

DISCLOSURE STATEMENT

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Jeff Ford

Jeff Ford earned his Ph.D. in mathematics at Auburn University in 2017. He is a visiting assistant professor at Gustavus Adolphus College. When he is not teaching you can usually find him playing drums with his old-time country band, The Donner Party.

Rachel Erickson

Rachael Erickson graduated Gustavus Adolphus College in 2022 with a B.A. in statistics. She is a product analyst at Optum Financial/Solutran, a part of the UnitedHealth Group family of businesses. Outside of work, Rachel enjoys riding her horse, weightlifting, and hiking.

Ha Le

Ha Le graduated Gustavus Adoplphus College in 2022 with a B.A. in computer science. She is currently pursuing a Ph.D. in computer science at Northeastern University.

Kaylee Vick

Kaylee Vick is currently pursuing Bachelor's degrees in mathematics and statistics at Gustavus Adolphus College.

Jillian Downey

Jillian Downey is an assistant professor of statistics at Gustavus Adolphus College. Her research interests include statistics education and education research methodology. She spends her ‘free’ time visiting playgrounds with her active 4-year-old daughter and watching movies with her film buff husband.