Faculty perception before, during and after implementation of standards-based grading

ABSTRACT

An effective transition to a new grading system requires a process of reflecting on experiences to understand and reframe perceptions of grading. Standards-based grading (SBG), an alternative to the traditional, summative score-based grading, was introduced to higher education engineering faculty either through a workshop or as a direct participant in a larger research project. These faculty were surveyed to better understand the perceptions faculty hold before, during and after implementation of SBG. Perceived student gains, barriers and best practices were solicited using an open-ended survey of faculty who had attended the workshop on SBG, were preparing to implement SBG, had implemented SBG for the first time or had implemented SBG multiple times. Themes among the different groups emerged, providing insights into faculty perceptions at different phases of SBG implementation. The study also demonstrated the necessity of faculty support structures to establish an environment favourable for widespread grading reformation.

KEYWORDS:

• Standards-based grading (SBG)
• faculty perceptions
• proficiency scale

Acknowledgements

Any opinions, findings, conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the National Science Foundation.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the 'National Science Foundation (NSF)' Directorate for Engineering: [Grant Number DUE-1503794].

Notes on contributors

Eunsil Lee

Eunsil Lee is a doctoral student in the Engineering Education Systems and Design programme at Arizona State University in the Fulton Schools of Engineering, The Polytechnic School. She received her B.S. and M.S.in Clothing and Textiles from Yonsei University, Seoul, Korea, with a concentration of nanomaterials and biomaterials in textiles. She was previously a research associate at the Korea Institute of Science and Technology in the Center for Advanced Composite Materials. LinkedIn: https://www.linkedin.com/in/eunsil-lee-a40b0a113/

Adam R. Carberry

Dr.Adam R. Carberry is an associate professor at Arizona State University in the Fulton Schools of Engineering, The Polytechnic School. He earned a B.S. in Materials Science Engineering from Alfred University and received his M.S. and Ph.D., both from Tufts University, in Chemistry and Engineering Education, respectively. Dr. Carberry was previously an employee of the Tufts’ Center for Engineering Education and Outreach and manager of the Student Teacher Outreach Mentorship Program (STOMP). His research focuses on two main areas: (1) developing new classroom innovations and assessment techniques (e.g. alternative pedagogies, reflection and grading systems), and (2) identifying new ways to empirically understand how engineering students and educators learn (e.g. assessments of personal beliefs, expectations, values, risk-taking and mindsets). LinkedIn: https://www.linkedin.com/in/adam-carberry-1b094610/

Heidi A. Diefes-Dux

Dr.Heidi A. Diefes-Dux is a professor of Engineering Education in the Department of Biological Systems Engineering at the University of Nebraska – Lincoln. She received her B.S. and M.S. in Food Science from Cornell University and her Ph.D. in Food Process Engineering from the Department of Agricultural and Biological Engineering at Purdue University. She was a faculty member in the School of Engineering Education at Purdue University at its inception. She taught within the First-Year Engineering Program for 20 years, guiding the design of one of the required first-year engineering courses that engages students in open-ended problem solving and design. Her research focuses on both the development, implementation and assessment of modelling and design activities with authentic engineering contexts and the application of systems thinking to the implementation of standards-based grading. LinkedIn: https://www.linkedin.com/in/heidi-diefes-dux-037788bb/

Sara A. Atwood

Dr.Sara A. Atwood is an associate professor and Chair of Engineering and Physics at Elizabethtown College in Pennsylvania. She holds a B.A. and M.S. from Dartmouth College, and a Ph.D. in Mechanical Engineering from the University of California at Berkeley. She teaches mechanical engineering and capstone design sequences. Her research focuses on recruitment and retention of underrepresented students, and creativity as a factor in engineering student persistence and success. LinkedIn: https://www.linkedin.com/in/sara-atwood-24aba21b/

Matt T. Siniawski

Dr.Matt T. Siniawski is a professor in the Department of Mechanical Engineering at Loyola Marymount University. He teaches various mechanical design and product-development courses. He is an active proponent of service-learning and is interested in understanding how such experiences impact the technical and professional development of engineering undergraduate students. LinkedIn: https://www.linkedin.com/in/matt-siniawski-a0403025/