Implementing Mastery Grading in Large Enrollment General Chemistry: Improving Outcomes and Reducing Equity Gaps
Збережено в:
| Опубліковано в:: | Education Sciences vol. 14, no. 11 (2024), p. 1224 |
|---|---|
| Автор: | |
| Інші автори: | |
| Опубліковано: |
MDPI AG
|
| Предмети: | |
| Онлайн доступ: | Citation/Abstract Full Text + Graphics Full Text - PDF |
| Теги: |
Немає тегів, Будьте першим, хто поставить тег для цього запису!
|
MARC
| LEADER | 00000nab a2200000uu 4500 | ||
|---|---|---|---|
| 001 | 3132952225 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 2227-7102 | ||
| 022 | |a 2076-3344 | ||
| 024 | 7 | |a 10.3390/educsci14111224 |2 doi | |
| 035 | |a 3132952225 | ||
| 045 | 2 | |b d20240101 |b d20241231 | |
| 084 | |a 231457 |2 nlm | ||
| 100 | 1 | |a Hartman, Joshua D | |
| 245 | 1 | |a Implementing Mastery Grading in Large Enrollment General Chemistry: Improving Outcomes and Reducing Equity Gaps | |
| 260 | |b MDPI AG |c 2024 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a 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. | |
| 653 | |a Education history | ||
| 653 | |a Higher education | ||
| 653 | |a Students | ||
| 653 | |a School environment | ||
| 653 | |a Educational software | ||
| 653 | |a Ethnicity | ||
| 653 | |a Core curriculum | ||
| 653 | |a Organic chemistry | ||
| 653 | |a Active learning | ||
| 653 | |a Educational objectives | ||
| 653 | |a Design | ||
| 653 | |a Metacognition | ||
| 653 | |a Academic Failure | ||
| 653 | |a Educational Research | ||
| 653 | |a Learning Strategies | ||
| 653 | |a Lecture Method | ||
| 653 | |a Learning Processes | ||
| 653 | |a Enrollment | ||
| 653 | |a Academic Achievement | ||
| 653 | |a Grading | ||
| 653 | |a Meta Analysis | ||
| 653 | |a Instructional Materials | ||
| 653 | |a Mastery Learning | ||
| 653 | |a Educational History | ||
| 653 | |a Chemistry | ||
| 653 | |a Courseware | ||
| 653 | |a Educational Assessment | ||
| 653 | |a Outcomes of Education | ||
| 653 | |a Science Curriculum | ||
| 653 | |a Educational Environment | ||
| 653 | |a Course Content | ||
| 653 | |a Low Achievement | ||
| 700 | 1 | |a Eichler, Jack F | |
| 773 | 0 | |t Education Sciences |g vol. 14, no. 11 (2024), p. 1224 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3132952225/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text + Graphics |u https://www.proquest.com/docview/3132952225/fulltextwithgraphics/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3132952225/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |