A Learner-Centered Grading Method Focused on Reaching Proficiency with Course Learning Outcomes

Abstract

Getting students to use grading feedback as a tool for learning is a continual challenge for educators. This work proposes a method for evaluating student performance that provides feedback to students based on standards of learning dictated by clearly delineated course learning outcomes. This method combines elements of standards-based grading into a framework that uses Marzano’s Taxonomy of Learning to guide the writing of clearly defined and scaffolded learning outcomes. By means of this methodology, students are equipped with increased levels of information obtained from assessments, both formative and summative. Students and faculty alike can more accurately diagnose strengths and weaknesses in learning down to the level of the concept(s). Early observations from a first-semester general chemistry course suggest that setting transparent standards for grading can serve as a valuable learning tool for students to allow them to focus on content proficiency rather than grades alone.

Incorporating Elements of Green and Sustainable Chemistry in General Chemistry via Systems Thinking

“…[ref 23] There are undoubtedly many ways that this type of consideration can be accounted for, but our approach emphasizes incorporating ideas related to sustainability in the chemistry course objectives. [ref 28,29] Communication with students that articulates outcomes they perceive they can achieve represents an important aspect of successful teaching and course improvement. [ref 30] So, while the core content knowledge to be covered in a general chemistry course is vital to maintain and emphasize, adding systems thinking objectives must also be clearly communicated and connected to the larger goals for student learning in the course.…”

Simulation-based mastery improved nursing skills in BSc Nursing Students: a quasi-experimental study

“…Mastery is a new applied method for training students in the medical sciences, and it is one of the individual learning styles [8]. It originates from Carroll's belief that if su cient time is given to the full extent of education, the right education level will be achieved [9].…”

Simulation-based mastery improves nursing skills in BSc nursing students: a quasi-experimental study

“…Mastery is a new applied method for training students in the medical sciences, and it is one of the individual learning styles [ 8 ]. It originates from Carroll’s belief that if sufficient time is given to the full extent of education, the right education level will be achieved [ 9 ].…”