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A Grading Method That Promotes Competency and Values Broadly Talented Students *
Author(s) -
Everett Louis J.,
Alexander Richard M.,
Wienen Michael
Publication year - 1999
Publication title -
journal of engineering education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.896
H-Index - 108
eISSN - 2168-9830
pISSN - 1069-4730
DOI - 10.1002/j.2168-9830.1999.tb00477.x
Subject(s) - grading (engineering) , mathematics education , competence (human resources) , psychology , set (abstract data type) , subject matter , class (philosophy) , core competency , value (mathematics) , pedagogy , medical education , computer science , engineering , mathematics , curriculum , social psychology , medicine , statistics , management , artificial intelligence , economics , civil engineering , programming language
This paper reports the results of a recent experiment in student performance evaluation. A criterion‐referenced, rather than the typical norm‐referenced scheme, was supplemented with a reward system designed to value students with a diverse set of academic talents. For example, the ability to solve “traditional looking” engineering analysis problems and the ability to thoroughly explain how phenomena occur (independent of the ability to work to a final “answer”) were equally valued. Value was measured by the course grade. The goals of the experiment were: (1) to ensure that all students who succeeded in the class possessed a baseline competence in the subject matter; (2) to value (in the form of high grades) a diverse set of talents; and (3) to encourage students to develop good learning habits. The experiment was implemented by teaching a sophomore core engineering course with a team of two faculty members and two graduate teaching assistants handling 187 students. One faculty member was responsible for the classroom teaching activities while the other focused exclusively on developing and implementing the evaluation instruments. The instruments consisted of four types of examinations, each designed for a specific purpose and administered at distinct times during the semester. Quantitative results, including associated statistical analyses, are given. We conclude that it is possible to establish criterion‐referenced schemes that value student skill diversity while encouraging good study and learning habits. The assessment instruments, however, are psychologically stressful to many students who are unaccustomed to them.