Evaluating Criterion-Based Grading with Behavioral Interventions in Online Behavior Analysis Education.
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| Title: | Evaluating Criterion-Based Grading with Behavioral Interventions in Online Behavior Analysis Education. |
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| Authors: | Dyer, Kathleen (AUTHOR), Rhoades, Katherine (AUTHOR), Glick, Chante (AUTHOR), Weiss, Mary Jane (AUTHOR) |
| Source: | Journal of Behavioral Education. Jun2026, Vol. 35 Issue 2, p1047-1069. 23p. |
| Subjects: | Educational evaluation, Applied behavior analysis, Behavior modification, Evaluation methodology, Online education, Competency tests (Education), Academic achievement |
| Abstract: | Recognizing the need for assessment methods that enhance student learning, this research examines the impact of a criterion-based grading system compared to traditional grading in a graduate-level, online asynchronous applied behavior analysis (ABA) course. Using a mixed-factorial design, the study evaluated student performance based on clearly defined competencies for each assignment. Students who did not meet the mastery criterion participated in one-on-one, synchronous corrective meetings, during which professors used structured instructional strategies to address unmastered competencies. Findings indicated that students in the criterion-based grading group demonstrated higher assignment scores and improved performance over time, whereas scores declined in the traditional grading group. Additionally, a satisfaction survey revealed that students assigned high ratings to the structured feedback process, and professors reported increased grading reliability. These results suggest that criterion-based grading and structured corrective feedback enhance student learning and satisfaction in online ABA education. Future research should further investigate the long-term impact of criterion-based grading on student achievement and engagement across diverse learning contexts. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Recognizing the need for assessment methods that enhance student learning, this research examines the impact of a criterion-based grading system compared to traditional grading in a graduate-level, online asynchronous applied behavior analysis (ABA) course. Using a mixed-factorial design, the study evaluated student performance based on clearly defined competencies for each assignment. Students who did not meet the mastery criterion participated in one-on-one, synchronous corrective meetings, during which professors used structured instructional strategies to address unmastered competencies. Findings indicated that students in the criterion-based grading group demonstrated higher assignment scores and improved performance over time, whereas scores declined in the traditional grading group. Additionally, a satisfaction survey revealed that students assigned high ratings to the structured feedback process, and professors reported increased grading reliability. These results suggest that criterion-based grading and structured corrective feedback enhance student learning and satisfaction in online ABA education. Future research should further investigate the long-term impact of criterion-based grading on student achievement and engagement across diverse learning contexts. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10530819 |
| DOI: | 10.1007/s10864-025-09589-5 |
