A Self-Study of the IRE 5-Point Grading Scale for Promoting Growth Mindset

Lauren Singelmann; Yuezhou Wang; Darcie Christensen

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Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: Multidisciplinary Engineering Division (MULTI) Technical Session 10
Tagged Division: Multidisciplinary Engineering Division (MULTI)
Page Count: 16
DOI: 10.18260/1-2--42504
Permanent URL: https://peer.asee.org/42504
Download Count: 335

Paper Authors

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Lauren Singelmann Minnesota State University, Mankato orcid.org/0000-0003-3586-4266

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Lauren Singelmann is an Assistant Professor at Minnesota State University, Mankato with the Iron Range Engineering program. She has a Ph.D. in Electrical and Computer Engineering and STEM Education through North Dakota State University. Her research interests include learning analytics and alternative assessment.

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biography

Yuezhou Wang Minnesota State University, Mankato orcid.org/0000-0003-1614-9590

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Dr. Yuezhou Wang is an associate professor in both Iron Range Engineering and Twin Cities Engineering programs. He received his B.S. in Mechanical Engineering from Shanghai Jiaotong University, China (2008) and Ph.D. in Materials Science and Engineering from the University of Minnesota, Twin Cities (2017). His leading teaching competencies are in areas of materials science, structural analysis, finite element modeling and dynamic systems. He has a broad range of research interests. His technical research focuses on multiscale modeling on the mechanical behavior of nanofibers and carbon nanotube materials. In the area of pedagogical research, he is interested in using learning analytics tools to understand and assess engineering students’ motivation entrepreneurially-minded learning.

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Darcie Christensen Minnesota State University, Mankato orcid.org/0000-0002-5061-4663

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Dr. Darcie Christensen is a probationary Assistant Professor in the Department of Integrated Engineering at Minnesota State University Mankato. She teaches for Iron Range Engineering, which is located at the Minnesota North Campus in Virginia, MN. Dr. Christensen received her Ph.D. in Engineering Education from Utah State University in the Summer of 2021. The title of her Dissertation is “A Mixed-Method Approach to Explore Student Needs for Peer Mentoring in a College of Engineering.” Darcie holds a Master of Engineering degree in Environmental Engineering (2019) and Bachelor of Science degree in Biological Engineering (2017), both from Utah State University. She is passionate about student success and support, both inside and outside of the classroom.

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Abstract

Grades and grading bring up a variety of feelings for both engineering students and educators – many of which are negative. Grades have been shown to reduce intrinsic motivation, lead to decreased creativity and innovation, and perpetuate inequities for students from underrepresented groups in engineering. Therefore, it is imperative that the engineering education community critically looks at the grading practices being used and how they promote or inhibit student learning. One alternative grading practice designed to promote student learning is the Iron Range Engineering (IRE) 5-point grading scale , which evaluates student work on a scale from 1-5 with a 1 representing “not acceptable”, 2 representing “needs improvement”, 3 representing “acceptable”, 4 representing “desired”, and 5 representing the work of a professional engineer. The goal of this self-study is to present literature that supports the use of alternative grading scales such as the IRE 5-point scale, define the various levels of the grading scale, detail its use across the curriculum (e.g. in technical, design, and professionalism learning), and share strengths and proposed areas for improvement and growth. These strengths and proposed areas for improvement will be shared in the context of the three pillars of equitable grading developed by Joe Feldman: accuracy, bias-resistance, and intrinsic motivation. Accurate grading practices reflect a student’s current level of understanding of material; bias-resistant grading practices ensure that students receive feedback with little implicit bias from the instructor; intrinsic motivated grading helps students connect grade with expected learning outcomes. The IRE grading scale promotes accurate grading practices by eliminating the ambiguous 0-100 scale and replacing it with a context-based 0-5 scale; this shift narrows the window of choices for grades and focuses more on the quality of work rather than specific numerical values. The scale also promotes bias-resistance through its flexibility developed through open discussions among experienced engineers, instructors and students. Finally, it promotes intrinsic motivation by framing the grade in terms of growth and feedback; rather than doing activities to earn points or avoid punishment, students participate to receive feedback and grow in their knowledge and skills. IRE has been implementing and continually improving this grading system for over a decade, and the takeaways presented here are the culmination of these many years of practice. The paper will share suggestions for implementing such a grading scale and – equally importantly – developing a positive mindset among students and faculty that makes this grading scale an effective guide for learning.

Citation
Format

Singelmann, L., & Wang, Y., & Christensen, D. (2023, June), A Self-Study of the IRE 5-Point Grading Scale for Promoting Growth Mindset Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--42504

TY  - CPAPER
AB  - Grades and grading bring up a variety of feelings for both engineering students and educators – many of which are negative. Grades have been shown to reduce intrinsic motivation, lead to decreased creativity and innovation, and perpetuate inequities for students from underrepresented groups in engineering. Therefore, it is imperative that the engineering education community critically looks at the grading practices being used and how they promote or inhibit student learning. One alternative grading practice designed to promote student learning is the Iron Range Engineering (IRE) 5-point grading scale , which evaluates student work on a scale from 1-5 with a 1 representing “not acceptable”, 2 representing “needs improvement”, 3 representing “acceptable”, 4 representing “desired”, and 5 representing the work of a professional engineer.
 
The goal of this self-study is to present literature that supports the use of alternative grading scales such as the IRE 5-point scale, define the various levels of the grading scale, detail its use across the curriculum (e.g. in technical, design, and professionalism learning), and share strengths and proposed areas for improvement and growth. These strengths and proposed areas for improvement will be shared in the context of the three pillars of equitable grading developed by Joe Feldman: accuracy, bias-resistance, and intrinsic motivation. Accurate grading practices reflect a student’s current level of understanding of material; bias-resistant grading practices ensure that students receive feedback with little implicit bias from the instructor; intrinsic motivated grading helps students connect grade with expected learning outcomes.
 
The IRE grading scale promotes accurate grading practices by eliminating the ambiguous 0-100 scale and replacing it with a context-based 0-5 scale; this shift narrows the window of choices for grades and focuses more on the quality of work rather than specific numerical values. The scale also promotes bias-resistance through its flexibility developed through open discussions among experienced engineers, instructors and students. Finally, it promotes intrinsic motivation by framing the grade in terms of growth and feedback; rather than doing activities to earn points or avoid punishment, students participate to receive feedback and grow in their knowledge and skills.
 
IRE has been implementing and continually improving this grading system for over a decade, and the takeaways presented here are the culmination of these many years of practice. The paper will share suggestions for implementing such a grading scale and – equally importantly – developing a positive mindset among students and faculty that makes this grading scale an effective guide for learning.

AU  - Lauren Singelmann
AU  - Yuezhou Wang
AU  - Darcie Christensen
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - A Self-Study of the IRE 5-Point Grading Scale for Promoting Growth Mindset
UR  - https://peer.asee.org/42504
DO  - 10.18260/1-2--42504
ER  -