Understanding the Role of Traditional and Proficiency-Based Grading Systems in Student Learning and College Admissions

• In Event: Measurement and Assessment in Higher Education SIG (64) Paper Session 2

Abstract

The purpose of this study was to determine how traditional and proficiency-based grading schemes impact student learning and college admissions. Traditional grading (e.g., A, B, C, D, F) is common in secondary schools; however, proficiency-based grading (also referred to as standards-based grading or mastery learning) is another system that schools have adopted to assess student learning. This mixed-method inquiry analyzed survey data from 72 college sophomores and interview data from four university admissions counselors. Data revealed that 1) students believe that traditional grading methods inadequately measure learning, yet they still prefer letter grades over the proficiency-based model, and 2) counselors evaluate a wide array of grading systems for college admission based on procedures that are not universal.

Authors

• Stella Erbes, Pepperdine University

• McKenna Wizner, Pepperdine University

• Jackie Powlis, Pepperdine University