June 24, 2017
June 24, 2017
June 28, 2018
This paper presents a study of an adapted mastery grading scheme applied to an introductory Statics course. Previous studies have identified student characteristics that predict performance in this course at this school. This study will compare those predictors for the entire enrollment (14 sections) of the course against those of the three sections of students subjected to the alternative grading scheme. The alternative scheme was applied to five in-class exams unique to the three sections; the final exam was common to all sections and was graded using standard partial-credit methods. Discussion of the particular implementation of the mastery grading scheme as well as student feedback will also be included.
Craugh, L. E. (2017, June), Adapted Mastery Grading for Statics Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/27536
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2017 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015