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The purpose of this study was to determine how traditional and proficiency-based grading schemes impact college admissions and student learning. The majority of high schools today use traditional grading (e.g., A, B, C, D, F); however, proficiency-based grading (or mastery learning) is another system that schools have adopted to assess student learning. This mixed-method inquiry analyzed survey data from seventy-one college sophomores and interview data from four university admissions counselors. This information revealed that 1) counselors evaluate varied forms of classroom assessment for college entrance based on procedures that are not universal, 2) students believe that traditional grading methods inadequately measure learning, and 3) there is minimal collaboration about assessment between secondary and post-secondary schools.