001488086 001__ 1488086
001488086 005__ 20240725092705.0
001488086 037__ $$aIR
001488086 041__ $$aeng
001488086 245__ $$aLessons learned from the use of mastery grading in a wide range of physics and mathematics courses
001488086 269__ $$a2024-02-14
001488086 500__ $$aStandard Presentation.
001488086 520__ $$aAlternative grading methods can produce a more equitable and student centric classroom.1 The Mathematics and Physics programs at Kentucky Wesleyan College have made a push to use alternative grading methods to increase student educational access and equity. In this talk we will focus on the use of mastery grading principles in physics and math core and general education classes. The common framework for mastery grading used in the courses will be introduced, showing a consistent method, followed by examples of different implementations, showing the frameworks flexibility. Methods for assessing students, perception of professor efficacy, and construction of syllabi with wide ranging student expectations will be discussed.
Finally specific thoughts about improved equity and student ownership of education will be considered.
001488086 6531_ $$aGrading
001488086 6531_ $$aMastery
001488086 6531_ $$aEquity
001488086 7001_ $$aSinclair, John$$uKentucky Wesleyan College
001488086 7001_ $$aBesing, Kyle$$uKentucky Wesleyan College
001488086 7001_ $$aTrulen, Justin$$uKentucky Wesleyan College
001488086 7001_ $$aStarkey, Christina$$uKentucky Wesleyan College
001488086 711__ $$a8th Celebration of Teaching and Learning Symposium$$cUniversity of Southern Indiana$$uCenter for Excellence in Teaching and Learning$$d2024-02-14
001488086 980__ $$aT&L SYMPO
001488086 998__ $$aD. Royce Sadler (2005) Interpretations of criteria‐based assessment and grading in higher education, Assessment & Evaluation in Higher Education, 30:2, 175-194, DOI: 10.1080/0260293042000264262