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Standards-Based Grading Derived Data to Monitor Grading and Student Learning

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2018 ASEE Annual Conference & Exposition


Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

Assessment of Student Learning – New Engineering Educators Division

Tagged Division

New Engineering Educators

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Paper Authors


Heidi A. Diefes-Dux Purdue University, West Lafayette (College of Engineering) Orcid 16x16

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Heidi A. Diefes-Dux is a Professor in the School of Engineering Education at Purdue University. She received her B.S. and M.S. in Food Science from Cornell University and her Ph.D. in Food Process Engineering from the Department of Agricultural and Biological Engineering at Purdue University. She is a member of Purdue’s Teaching Academy. Since 1999, she has been a faculty member within the First-Year Engineering Program, teaching and guiding the design of one of the required first-year engineering courses that engages students in open-ended problem solving and design. Her research focuses on the development, implementation, and assessment of modeling and design activities with authentic engineering contexts. She also focuses on the implementation of standards-based grading and teaching assistant training.

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Hossein EbrahimNejad Purdue University-Main Campus, West Lafayette (College of Engineering)

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Hossein Ebrahiminejad is a graduate research assistant at SPHERE (Social Policy and Higher Education Research in Engineering) and a Ph.D. student in Engineering Education at Purdue University. He completed his M.S. in Biomedical Engineering at New Jersey Institute of Technology (NJIT) and his B.S. in Mechanical Engineering in Iran. His research interests include student pathways, Quantitative methods, educational policy, and relationships between education and professional practice.

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Grading of student work is the primary practice for evaluating students’ learning and performance in a course. As such, the data generated from grading can be a powerful source of evidence for course-level decision-making by stakeholders. This paper demonstrates, through a specific large engineering course example, how standards-based grading (SBG) derived data can be used to monitor student learning and grading. Three criteria for using SBG data confidently and effectively for this purpose are established. First, the grading data have to be of high quality. Second, the grading data results need to accessible through simple visual representations. Third, there needs to be a clear path forward from grading data, to interpretation, to actions.

Keywords: assessment, grading, learning objectives

Diefes-Dux, H. A., & EbrahimNejad, H. (2018, June), Standards-Based Grading Derived Data to Monitor Grading and Student Learning Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30981

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