Mastery-Based Grading With Co-Construction of an Open Textbook Solution Manual in Undergraduate Mathematics

• In Event: Sheraton Roundtable Session Seven
  In Roundtable Session: Supporting Students' Mathematics Learning and Identities From Pre-K Through College (Table 16)

Abstract

This paper illustrates course designs and reports our findings regarding students’ experiences and outcomes in a second-year multivariable calculus course inspired by learning community pedagogy and alternative grading approaches. The course design includes scripted activities for undergraduate mathematics that incorporate students' collective contributions to an open textbook solution manual and introduces mastery-based grading (MBG) as a compatible assessment strategy for the learning community approach. These course designs were shown to provide students with opportunities to master topics at their own pace, reduce students' stress, and improve students' sense of support and ability to contribute knowledge of value to their peers. This paper concludes with implications for areas of improvements for upcoming iterations of this course.

Authors

• Joel Wiebe, University of Toronto
  Non-Presenting Author

• Xinli Wang, University of Manitoba
  Presenting Author

• James D. Slotta, University of Toronto
  Non-Presenting Author