Standards-Based Grading in a Differential Equations Course
0Edward Mosteig, Loyola Marymount University, Los Angeles CA USA
https://qubeshub.org/community/groups/simiode/expo
Abstract: While numerous educators have employed standards-based grading (SBG) for years, its popularity has surged in the past decade. The adoption of SBG has emerged as a powerful tool to promote equitable learning environments and foster a growth mindset. This talk explores the implementation of SBG in a course on differential equations, shedding light on its potential benefits and challenges.
Firstly, SBG promotes a growth mindset by emphasizing the journey of learning over mere letter grades. While breaking down complex concepts into clear standards and learning objectives, students are encouraged to embrace mistakes as opportunities for growth. This shift in perspective promotes resilience and a willingness to explore challenging topics.
Equity is at the core of SBG. Traditional grading systems can perpetuate disparities, but SBG offers a more equitable alternative. It provides continuous feedback, allowing students to track their progress and take ownership of their learning. This approach mitigates bias and enables all students, regardless of their background, to succeed based on their understanding and effort.
However, the implementation of SBG does come with its challenges. Managing the extensive overhead labor involved in tracking and assessing numerous standards can be time-consuming for instructors. It requires careful planning, frequent updates to assessment materials, and robust communication to ensure clarity.