Alternative grading practices in undergraduate STEM education: a scoping review

被引：0

作者：

Hackerson E.L. ^{[1
]}

Slominski T. ^{[1
]}

Johnson N. ^{[2
]}

Buncher J.B. ^{[2
]}

Ismael S. ^{[2
]}

Singelmann L. ^{[3
]}

Leontyev A. ^{[4
]}

Knopps A.G. ^{[5
]}

McDarby A. ^{[4
]}

Nguyen J.J. ^{[6
]}

Condry D.L.J. ^{[6
]}

Nyachwaya J.M. ^{[7
]}

Wissman K.T. ^{[5
]}

Falkner W. ^{[1
]}

Grieger K. ^{[4
]}

Montplaisir L. ^{[1
]}

Hodgson A. ^{[1
]}

Momsen J.L. ^{[1
]}

机构：

[1] Department of Biological Sciences, North Dakota State University, Fargo, 58108, ND

[2] Department of Physics, North Dakota State University, Fargo, 58108, ND

[3] Minnesota State University-Mankato, Iron Range Engineering, Hibbing, MN

[4] Department of Chemistry and Biochemistry, North Dakota State University, Fargo, 58108, ND

[5] Department of Psychology, North Dakota State University, Fargo, 58108, ND

[6] Department of Microbiological Sciences, North Dakota State University, Fargo, 58108, ND

[7] Departments of Chemistry and Biochemistry and School of Education, North Dakota State University, Fargo, 58108, ND

来源：

Disciplinary and Interdisciplinary Science Education Research | / 6卷 / 1期

关键词：

Alternative grading; Grading strategies; Scoping review; Specifications grading; Standards-based grading; STEM; Undergraduate education; Ungrading;

D O I：

10.1186/s43031-024-00106-8

中图分类号：

学科分类号：

摘要：

Alternative grading strategies are increasingly popular in higher education, but research into the outcomes of these strategies is limited. This scoping review aims to provide an overview of the relevant research regarding alternative grading strategies in undergraduate STEM and identify gaps in the literature to inform future research. This scoping review was done using the stages as described by Arksey and O’Malley (Int J Soc Res Methodol 8(1):19–32, 2005). The results of this review indicate there is a lack of consensus on the theoretical foundation for the benefits of alternative grading and, therefore, limited validated tools being used to capture these benefits. Additionally, we find that research into alternative grading methods tends to occur in both disciplinary and practice-based silos. © The Author(s) 2024.

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