Rojas, C., & Quan, G. M. (2023, June), Mastery Grading in a Software Engineering Course  Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43553

\bibitem{asee_peer_43553}
  Rojas, C., \& Quan, G. M. (2023, June), \emph{Mastery Grading in a Software Engineering Course}
  Paper presented at 2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland.
  10.18260/1-2--43553

Carlos Rojas and Gina M. Quan.  "Mastery Grading in a Software Engineering Course".  2023 ASEE Annual Conference & Exposition, Baltimore , Maryland, 2023, June.  ASEE Conferences, 2023.  https://peer.asee.org/43553 Internet.  22 Jan, 2025

\bibitem{asee_peer_43553}
  Carlos Rojas and Gina M. Quan.
  "Mastery Grading in a Software Engineering Course".
  \emph{2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland, 2023, June}.
  ASEE Conferences, 2023.
  https://peer.asee.org/43553 Internet.  22 Jan, 2025

@INPROCEEDINGS{asee_peer_43553
author = "Carlos Rojas and Gina M. Quan"
title = "Mastery Grading in a Software Engineering Course"
booktitle = "2023 ASEE Annual Conference \& Exposition"
year = "2023"
month = "June"
address = "Baltimore , Maryland"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/43553}
number = {10.18260/1-2--43553}
}

TY  - CPAPER
AB  - Developing alternative forms of grading and assessment has been an area of ongoing interest in engineering education. Mastery grading is one form of alternative grading which allows students to have multiple attempts to demonstrate their progress toward learning objectives. While mastery grading has been implemented in a variety of contexts, it is less common in undergraduate engineering courses. This paper summarizes a faculty’s first time implementation of mastery grading in an upper division software engineering course and presents a longitudinal study of students’ perspectives toward mastery grading. We review the perspective of the faculty and students. We surveyed students throughout the semester to understand (1) the change in students’ attitude towards mastery grading, (2)  if students understood the mechanics of mastery grading and (3) the extent to which students found this system helpful for their learning versus traditional grading. We found that while students initially had a strong negative reaction towards the new grading scheme, over time, they seemed to prefer this grading method. Mastery grading made it possible to adapt to changes as issues arose. We then describe the mastery grading scheme implementation from the perspective of the instructor.  Finally, we discuss the implications of this work for research on grading as well as the implications for instructors.
AU  - Carlos Rojas
AU  - Gina M. Quan
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Mastery Grading in a Software Engineering Course
UR  - https://peer.asee.org/43553
DO  - 10.18260/1-2--43553
ER  -