Exploring Student Reflections While Implementing a Competency-Based Grading Schema

• In Event: AERA Roundtable Session Saturday 3:20 pm Four Seasons Ballroom 1
  In Roundtable Session: Innovative Approaches to Student-Centered Learning: STEM, Competency-Based Education, and Experiential Learning (Table 1)

Abstract

This study investigates the implementation of a competency-based education (CBE) grading schema in a pharmacy course to understand student reflections and learning experiences. Traditional grading often fails to accurately depict a student's mastery of core skills, thus fostering a superficial learning environment. CBE addresses this by emphasizing outcome mastery and advocating for a deep understanding of the material. This research examines how CBE can reshape educational practices by prioritizing student-centered learning and knowledge mastery. Results from this study will highlight student reflections on the CBE grading schema and provide insights into design modifications aimed at enhancing learning outcomes. This aligns with broader educational goals of remedying inequalities and advancing pedagogical strategies to support educational renewal.

Authors

• Kelli M. Adam, Texas A&M University

• Merlyn Joseph, Texas A&M University

• Mahjabin Chowdhury, Texas A&M University