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Applying a Standards-Based Grading Framework across Lower Level Mathematics Courses

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Title: Applying a Standards-Based Grading Framework across Lower Level Mathematics Courses
Language: English
Authors: Elsinger, Jason, Lewis, Drew
Source: PRIMUS. 2020 30(8-10):885-907.
Availability: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 23
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Academic Standards, Grading, Mathematics Education, College Mathematics, Evidence Based Practice, Grades (Scholastic), Homework, Evaluation Methods, Student Attitudes, College Students, Equations (Mathematics), Algebra
DOI: 10.1080/10511970.2019.1674430
ISSN: 1051-1970
Abstract: This article describes a framework of Standards-Based Grading suitable for use in a variety of mathematics courses. We detail our experience adapting this framework to various courses, ranging from Pre-calculus to Differential Equations, at four different institutions, including both small liberal arts colleges and large universities, and in class sizes ranging from small to large. Of particular note, we describe our structure of reassessments, including the use of oral reassessments. We also give examples of how this framework provides data allowing instructors to make evidence-based changes to their teaching practice.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1267881
Database: ERIC
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  Data: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: This article describes a framework of Standards-Based Grading suitable for use in a variety of mathematics courses. We detail our experience adapting this framework to various courses, ranging from Pre-calculus to Differential Equations, at four different institutions, including both small liberal arts colleges and large universities, and in class sizes ranging from small to large. Of particular note, we describe our structure of reassessments, including the use of oral reassessments. We also give examples of how this framework provides data allowing instructors to make evidence-based changes to their teaching practice.
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