Document Type
Article
Publication Date
2025
Abstract
In a traditional STEM course, student work is evaluated using points, allowing students to receive partial credit on the problems attempted. Final grades are then determined by combining the scores on the formative (homework) and summative (tests) assessments using a predetermined formula. In some cases, attendance, class participation, and lab work may factor in the final grade calculation. Although this works reasonably well, the final grade does not accurately reflect student knowledge. Standards-based Grading is a more authentic way to assess student achievement. In a course using authentic grading, course grades are based on student proficiency in specific topics,called standards. Standards are regularly assessed and opportunities for reassessments are offered periodically. Final grades are assigned based on the number of standards a student has ultimately mastered, resulting in a final grade that more accurately reflects student knowledge. During the Fall of 2023, two sophomore-level course offerings (Circuits I and Electricity and Magnetism) were modifiedtouseStandards-basedGradingtoassessstudentlearning.Thesetwo courses are required for all engineering students, and as such, approximately one-third of the students were common to both course offerings. Quantitative and qualitative results indicating student performance and student feedback are shared. Lessons learned and future work is also presented.
Citation / Publisher Attribution
Marino, B., & Berube, D. (2025). Increasing Student Achievement in ECE Fundamentals Through Standards-Based Grading. 2025 ASEE Annual Conference & Exposition Proceedings, 56786. https://doi.org/10.18260/1-2--56786
Repository Citation
Merino, Barbara E. and Berube, David, "Increasing Student Achievement in ECE Fundamentals Through Standards-Based Grading" (2025). Electrical and Computer Engineering Faculty Works. 3.
https://digitalcommons.lmu.edu/eece_fac/3
