Students and faculty perceptions of standards-based grading for clinical education

Norton, Melissa Neville; Quayle, Tressa; Cantwell, Sally; Barra, Joyce; Chapman, Heather J.; Chan, Julian

doi:10.1016/j.teln.2020.08.002

Cited by 1 publication

(4 citation statements)

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“…11,13 Furthermore, mastery grading has been shown to result in enhanced student learning, higher final exam scores, decreased assignment stress, increased learning accountability, and higher confidence with course material. 11,12,[14][15][16] Mastery grading also benefits instructors through decreased grading time, fewer student conflicts, improved grading consistency, and more positive student feedback. 10,12,16 Instructors also have reported having more purposeful course development and easier compliance with accreditation standards.…”

Section: Mastery Gradingmentioning

confidence: 99%

“…11,12,[14][15][16] Mastery grading also benefits instructors through decreased grading time, fewer student conflicts, improved grading consistency, and more positive student feedback. 10,12,16 Instructors also have reported having more purposeful course development and easier compliance with accreditation standards. 11,12 Potential drawbacks of mastery grading are the initial time required to create and organize the course, as well as the need to inspire student buy-in, and address student concerns with the divergent grading practices.…”

Section: Mastery Gradingmentioning

confidence: 99%

“…Current literature also suggests mastery grading increases student class participation and office-hour attendance, while helping them become more engaged with the material 11,13. Furthermore, mastery grading has been shown to result in enhanced student learning, higher final exam scores, decreased assignment stress, increased learning accountability, and higher confidence with course material 11,12,14–16…”

Section: Introductionmentioning

confidence: 99%

“…Mastery grading also benefits instructors through decreased grading time, fewer student conflicts, improved grading consistency, and more positive student feedback 10,12,16. Instructors also have reported having more purposeful course development and easier compliance with accreditation standards 11,12.…”

Section: Introductionmentioning

confidence: 99%

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Implementing a Specifications Grading System in a Nursing Course

Dabney

VanDerWoude

2023

Nurse Educ

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Background: Nurse educators are charged with the challenging task of evaluating student learning and abilities effectively using traditional student assessment methods, which come with several inherent shortcomings. New guidelines for nurse educators now present a more competency-based approach to nursing education that calls for objective-driven assessments. Problem: Traditional grading practices lack the ability to connect student learning to their final course grades. However, specifications grading, which directly links grades to learning objectives, has not been not adequately explored in the nursing literature. Approach: A specifications grading system was designed and implemented in an online undergraduate nursing research course. Student and faculty feedback on the system were reviewed. Conclusions: Overall, students and faculty approved of the specifications grading system. Recommendations are presented for adopting specifications grading in nursing courses. Research is needed to explore student perceptions of the grading system and its effects on student learning and performance.

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