Introduction to the Special Issue on Implementing Mastery Grading in the Undergraduate Mathematics Classroom

Abstract

This editorial serves as an introduction to the Special Issue on Implementing Mastery Grading in the Undergraduate Mathematics Classroom. We provide a broad introduction to mastery grading and describe articles in this special issue that provide a wide range of implementations of mastery grading in a variety of undergraduate mathematics classrooms. We conclude by identifying additional resources available to new practitioners, and describing ideas for future work related to mastery grading. We hope this special issue will serve as a resource for both experienced practitioners and those who wish to begin using mastery grading.

Implementing a Specifications Grading System in a Nursing Course

“…10,[17][18][19] Specifications Grading-A Form of Mastery Learning Specifications grading is an alternative grading framework similar to other grading systems such as mastery grading and standards-based grading. 6,9 While mastery grading determines grades by the degree to which students have mastered course learning objectives, specifications grading determines grades by the number or combination of satisfactorily completed assignments, with assignments directly reflecting competency achievement. 6 Specifications grading has 6 core principles.…”

“…Mastery grading is used to generate accurate assessments of students' mastery of course content. The foundation of mastery grading involves clear course expectations presented via course objectives and standards, learning objectives, learning targets, or learning goals 9,10. While students must demonstrate mastery to obtain credit (with no partial credit awarded), they are given opportunities to redo work to achieve mastery 10…”

Impacts of Standards-Based Grading on Students’ Mindset and Test Anxiety

“…SBG, on the other hand, involves marking grades by content standard, rather than by assignment, and basing the course grade on how many of these standards have been met. Campbell et al (2020) recently characterized SBG by three defining features:…”

Faculty Grading Practices and Competency-Based Education: Challenges and a New Opportunity

“…One way of moving away from omnibus models of combining process and product criteria in grading is to incorporate mastery grading. In short, mastery grading involves assessing learning such that grades are based solely on whether or not students meet a clear list of outcomes (Campbell et al, 2020;Kelly, 2020;Kreiner, 2006). More broadly, mastery grading encompasses three distinct features:…”

“…Assessments are criterion-referenced and graded satisfactory/unsatisfactory or pass/fail depending upon the learning outcomes. Specifications grading differs from other forms of mastery grading in that students earn credit or not depending upon the specifications determined by the instructor (Campbell et al, 2020) and bundled assignments are noted on the syllabus for students in the form of contract grading (Mendez, 2018;Pope et al, 2020). In specifications grading, an "all or nothing" approach is utilized which permits faculty to more efficiently determine students' level of mastery.…”