NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1011679
Record Type: Journal
Publication Date: 2013-May
Pages: 22
Abstractor: As Provided
Reference Count: 23
ISSN: ISSN-1527-9316
Standards-Based Grading in Introductory University Physics
Beatty, Ian D.
Journal of the Scholarship of Teaching and Learning, v13 n2 p1-22 May 2013
Standards-based grading (SBG) is an approach to assessment and reporting in which scores are attached to the specific learning objectives of a course, rather than to assignments or tests. Each score represents a student's mastery of that learning objective, and may change over time in response to evidence that her level of understanding has changed. SBG is increasingly popular in K-12 education, but has been poorly documented and studied in a university context. I explored the practicality and effects of using SBG in a moderately large university class by incorporating it into the two successive courses of an introductory physics sequence. Although design flaws and logistical difficulties plagued these attempts, most students responded positively to the basic intent and elements of the approach. Our experiences revealed likely implementation errors and suggested some wise design choices. More interestingly, I found that SBG foregrounds and forces us to confront some fundamental tensions present but latent within most or all teaching. (Contains 2 tables.)
Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A