Standards-Based Grading: Preliminary Studies to Quantify Changes in Affective and Cognitive Student Behaviors [Event Flyer]

Most science, technology, engineering, and mathematics (STEM) higher education instructors utilize summative score-based grading systems to assess student performance. Standards-based grading is an alternative assessment approach involving the direct measurement of student development towards specific course objectives. Student development is tracked using a standards achievement report rather than assigning one-time individual scores to student assignments. Pilot studies were conducted in multiple STEM courses to assess the pedagogical value of standards-based grading and its impact on student cognitive and affective behaviors. Affective behavior was measured by assessing changes in students’ self-efficacy and the value placed on standards-based grading. Cognitive behavior was measured by assessing students’ ability to understand course concepts and their epistemological beliefs of STEM knowledge. This presentation covers the overall design and structure of standards-based grading, observed implementation best practices, and a discussion of measured changes in student affective and cognitive behaviors resulting from this system.

ECHO Presentation

Lunch will be provided. Please RSVP to teachers@lmu.edu or x85866.

This program will be video and audio taped and may be podcast. By your willing participation in the program, you expressly and irrevocably consent to be photographed, videotaped and/or audio taped and quoted/cited. The films, tapes, and other digital recordings will become the property of the Center of Teaching Excellence, LMU.