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Implementing Mastery Grading in Large Enrollment General Chemistry: Improving Outcomes and Reducing Equity Gaps

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Publicado en:Education Sciences vol. 14, no. 11 (2024), p. 1224
Autor principal: Hartman, Joshua D
Otros Autores: Eichler, Jack F
Publicado:
MDPI AG
Materias:
Education history
Higher education
Students
School environment
Educational software
Ethnicity
Core curriculum
Organic chemistry
Active learning
Educational objectives
Design
Metacognition
Academic Failure
Educational Research
Learning Strategies
Lecture Method
Learning Processes
Enrollment
Academic Achievement
Grading
Meta Analysis
Instructional Materials
Mastery Learning
Educational History
Chemistry
Courseware
Educational Assessment
Outcomes of Education
Science Curriculum
Educational Environment
Course Content
Low Achievement
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Resumen:Specifications and mastery grading schemes have been growing in popularity in higher education over the past several years, and reports of specifications grading and other alternative grading systems are emerging in the chemistry education literature. The general goal of these alternative grading approaches is to reduce the reliance on high-stakes exams and give students a more transparent pathway to achieving the course learning outcomes. More importantly, relying less on infrequent high-stakes exams may help reduce historical equity gaps in introductory gateway STEM courses. Herein, we describe the implementation of two versions of mastery grading systems in large enrollment general chemistry courses at a public R1 institution. Class-wide course outcomes, equity gaps in performance on a common final exam, and student feedback on their experience navigating these grading schemes are presented. We show that combining mastery grading with interactive courseware tools improved the average performance on a common final assessment for under-represented minority (URM) students by 7.1 percentage points relative to an active control course that used infrequent high-stakes exams.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci14111224
Fuente:Education Database