More Criterion-Based Grading! Survey Results and Index Article

Since I first launched the Criterion-Based Grading assessment framework in my Honors Precalculus class, I've noticed a deeper level of engagement from my students across each of the assessment domains. Please see my short essay on the motivations for Criterion-Based Learning for more information.

Anecdotally I have found that my students are knowing and understanding the content in more nuanced and thoughtful ways, they are investigating creatively, critically and collaboratively, they are communicating clearly, concisely and compellingly, and their learner skills are reaching levels of metacognition and organization that support the development of their overall mathematical maturity. I have also had the opportunity to test Criterion-Based Grading against the challenges of teaching in the context of the Coronavirus pandemic and push the assessment protocol into my Algebra I classroom and have found measures of success on both fronts.

Perhaps the most exciting aspect of the project is the increasing recognition amongst the students of the merits of Criterion-Based Grading in their own learning experience. In course surveys (as of the fall 2021):

• 80% of students report that the grades earned on assessments accurately reflect their performance,

• 96% of students report personal skills such as curiosity, creativity, empathy, reflection and inquiry are recognized and appreciated in the class,

• 83% of students value the skills being assessed in the course,

• 90% of students feel like they had a voice in shaping the rubrics used for assessment,

• 94% of students liked having a Criterion-Based Grading assessment framework

Students are quoted as saying:

• "I really like Criterion-Based grading it allows more aspects then just homework and tests to be graded which makes it a much more fair system."

• "I feel strongly though, that those who are good at math, but are not good at testing for math, will be greatly helped by this system, and I feel that those who are good at testing will not be hurt either. In the end, this system is like any, and has its flaws, but I truly believe, that the more that we can move away from one test one grade systems of judging or assessing students, the more that we can see accurate and clear representations of what students are capable of."

• "I like the criterion-based grading better than traditional ways of grading. I think that it is more fair and gives us students a better sense of where we need to improve."

• "I like criterion-based grading because it judges your other attributes than if you actually got the right answer or not. I think this takes a lot of stress off of students to get the right answer. Rather, students will focus on communicating ideas with each other. Overall, I think it is really great for the students."

• "I enjoy how much more creative thinking is involved in the class. Additionally, splitting the grading system into different criterions makes the class more focused on the material and understanding more complex investigations."

• "I like it because it is a new perspective on learning/experiencing a math class. Never before have I experienced this type of class, and I think it shaped a new way of learning and how I look at my work. I would encourage my future teachers to use this, not only in math but for different subjects as well. It lets me see what I need to work on, and lets me be more creative with my work."

All this has culminated in an Index Article that gathers more student insight into their experiences with the assessment framework.

Feel free to connect with me to discuss further!