Post, S. L. (2014, June), Standards-Based Grading in a Fluid Mechanics Course  Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--23032

\bibitem{asee_peer_23032}
  Post, S. L. (2014, June), \emph{Standards-Based Grading in a Fluid Mechanics Course}
  Paper presented at 2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana.
  10.18260/1-2--23032

Scott L. Post.  "Standards-Based Grading in a Fluid Mechanics Course".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://peer.asee.org/23032 Internet.  14 Dec, 2024

\bibitem{asee_peer_23032}
  Scott L. Post.
  "Standards-Based Grading in a Fluid Mechanics Course".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://peer.asee.org/23032 Internet.  14 Dec, 2024

@INPROCEEDINGS{asee_peer_23032
author = "Scott L. Post"
title = "Standards-Based Grading in a Fluid Mechanics Course"
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/23032}
number = {10.18260/1-2--23032}
}

TY  - CPAPER
AB  -               Standards-Based Grading in a Fluid Mechanics CourseAbstractStandards based grading is a formal assessment mechanism that tests for student achievement ofspecified learning objectives, or standards. Standards-Based-Grading has been gaining inpopularity in K-12 education, and also has been seeing increased use in higher education. Withincreased pressure from ABET to measure achievement of student outcomes, Standards-BasedGrading provides a method to do that within the traditional course setting without having togenerate a separate set of data outside the normal course grading. In Standards-Based Gradingstudents are allowed to re-test on particular objectives, with the newest score replacing the olderone in the gradebook. This paper describes how Standards-Based Grading was implemented in ajunior-level fluid mechanics course that included both lecture and laboratory components. A totalof nine learning objectives were specified for the course. These learning objectives are: calculatefluid thrust forces, calculate aerodynamic forces, solve pipe flow problems, select a pump for asystem, select a flowmeter for a system, write a computer program to solve transient fluidsproblems, write a professional quality lab report, acquire and analyze laboratory data, and be avaluable member of team that successfully completes a project. The learning objectives can bemapped to ABET student outcomes. In this implementation of Standards-Based Grading, allassessments are done on a pass-fail basis. That is to say, there is no partial credit given. Once astudent passes an assessment, usually given in the form of a quiz, on a given learning objective,it is assumed the student has mastered that concept and is not tested on it again. The final examserves as a last chance for students to pass any objectives they did not complete earlier in thesemester. Student achievement of the learning objectives is compared to that in previoussemesters where a traditional grading scheme was used, and grade distributions are alsocompared.
AU  - Scott L. Post
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Standards-Based Grading in a Fluid Mechanics Course
UR  - https://peer.asee.org/23032
DO  - 10.18260/1-2--23032
ER  -