Questioning Points and Percentages: Standards-Based Grading (SBG) in Higher Education

Buckmiller, Tom; Peters, Randal; Kruse, Jerrid

doi:10.1080/87567555.2017.1302919

Cited by 20 publications

(18 citation statements)

References 3 publications

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“…The lack of partial credit also encourages students to move away from a 'remember and regurgitate' style of study and towards a lasting understanding of the material (Buckmiller, et al 2017). If a skill is not mastered in the first week it was taught, students must continue to work on developing that skill throughout the course, until they can demonstrate that they have learned it fully.…”

Section: Evaluating Skills-basedmentioning

confidence: 99%

“…A second benefit of SBG is that it allows a more effective approach to studying (Buckmiller et al 2017, Zuraw et al 2019. Once students are proficient in a skill, there is no need to demonstrate that skill again, which means that students can avoid repeated study and assessment of skills they have mastered.…”

Section: Effective Studymentioning

confidence: 99%

“…Many instructors have who have worked with systems similar to SBG have reported lowered student stress (e.g. Buckmiller et al 2017, Zuraw et al 2019. No specific exercise is ever required, nor will it make or break a student's final grade.…”

Section: Effective Studymentioning

confidence: 99%

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Skills-Based Grading: A novel approach to teaching formal semantics

O’Leary

Stockwell

2021

Proc Ling Soc Amer

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This paper reports an implementation of ‘Skills-Based Grading’ (SBG) in a formal semantics course. In traditional grading, every part of every assignment contributes to the final grade. Students are required to progress along a uniform timeline, with partial credit as a safety net. In SBG, by contrast, the course is composed of skills. Students are given multiple opportunities to demonstrate mastery in each skill, but full proficiency is required to gain credit. Zuraw et al. (2019) pioneered the use of SBG in linguistics for phonetics and phonology. SBG is known to work well for skills that require algorithmic approaches to arrive at inarguably correct answers. In applying SBG to semantics, we show that it is just as effective for more abstract and philosophical skills. Based on survey and grade data, we substantiate claims that SBG improves student learning, encourages more effective study, lowers student stress, and achieves more equitable outcomes. Since this paper reports our first use of SBG, we conclude with some reflections on improvements for the future.

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Section: Evaluating Skills-basedmentioning

confidence: 99%

Section: Effective Studymentioning

confidence: 99%

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Skills-Based Grading: A novel approach to teaching formal semantics

O’Leary

Stockwell

2021

Proc Ling Soc Amer

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“…A second alternative grading method is standards-based grading (SBG) which is closely related to mastery grading. Although SBG has been used more frequently in undergraduate math and science classes (Beatty, 2013;Elsinger & Lewis, 2019;Lewis, 2019;Post, 2017;Stange, 2018), it has also been applied in other disciplines such as educational leadership (Townsley, 2019;Buckmiller, Peters, & Kruse, 2017) and music (Duker, Gawboy, Hughes, & Shaffer, 2015). Students ideally progress until each topic is mastered; however, this is not often a required component of SBG (Stange, 2018).…”

Section: S Tandards -Ba S Ed G R Ad Ingmentioning

confidence: 99%

“…In particular, Lewis (2019) theorizes office hours provided for tutorial and reassessment opportunities may benefit females, a subgroup previously expressing higher levels of test anxiety. Furthermore, students in these SBG courses frequently provide feedback to faculty that they "actually learned" rather than chasing points (Buckmiller et al, 2017;Elsinger & Lewis, 2019). When implementing SBG, faculty should be ready to proactively help students understand how the reassessment process works in order to increase buy-in (Elsinger & Lewis, 2019).…”

Section: S Tandards -Ba S Ed G R Ad Ingmentioning

confidence: 99%

Alternative grading practices: An entry point for faculty in competency‐based education

Townsley

Schmid

2020

J of Competency-Based Ed

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Due to a lack of buy‐in from multiple stakeholder groups, institutions of higher learning may struggle to reorient their entire course and program offerings to embrace the full breadth of competency‐based education. One such way of overcoming these systematic issues to make incremental progress toward competency‐based education is to consider practices such as grading that single professors can implement without the need of full institutional support. Few college instructors are likely to have received any formal grading training. As such, they may rely on institutional norms and their personal experiences as students. In response to historical grading challenges in higher education, some faculty members have adopted models working against the status quo such as mastery grading, specifications grading, and standards‐based grading, which all promote students demonstrating their learning on criterion‐referenced tests in a more flexible time frame. The purpose of this paper is to describe alternative forms of grading as an entry point for faculty incrementally progressing toward competency‐based education axioms in higher education. The authors recommend a multiple‐step course design framework and areas for future research.

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Investigating changes in preservice teachers’ conceptions of technological literacy

Roberts

Kruse

2022

Int J Technol Des Educ

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Questioning Points and Percentages: Standards-Based Grading (SBG) in Higher Education

Cited by 20 publications

References 3 publications

Skills-Based Grading: A novel approach to teaching formal semantics

Skills-Based Grading: A novel approach to teaching formal semantics

Alternative grading practices: An entry point for faculty in competency‐based education

Investigating changes in preservice teachers’ conceptions of technological literacy

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