Transparency and Alignment: Challenges and Benefits in Switching to Standards-Based Grading (Poster 25)

• In Event: Sunday Poster Session 9:35 am
  In Poster Session: Faculty Teaching, Evaluation, and Development SIG Poster Session

Abstract

This collective self-study explores our switch from traditional grading practices to implementing standards-based grading in a large, lecture- and discussion-based course. Reflective findings from the instructional team, consisting of a lead faculty instructor and graduate student teaching assistants, include logistical challenges involved with making this change, namely questions around communicating grading progress to students and ensuring accurate capturing of student progress as aligning to standards-based grading rubrics. We also noted an increased perception of student autonomy and engagement with the course material. Recommendations for future study on this topic include the need for continued inclusion of graduate student teaching assistant perspectives when redeveloping course assessment structures.

Authors

• Curtis Mason, University of Illinois at Urbana-Champaign

• Frances J. Barkley, University of Illinois at Urbana-Champaign

• Christopher J. Getowicz, University of Illinois at Urbana-Champaign

• Joann Bandales, University of Illinois at Urbana-Champaign