Th-17: Mastery Based Grading in Upper-level Statistics Courses

By Neil J. Hatfield (Pennsylvania State University)


Student assessment is a challenging subject for educators and students alike. For students, traditional assessment practices re-enforce ideas of one correct answer, only points matter, and a fixed mindset. For educators, grading dances between a Sisyphean and Herculean task. While computers can help with grading, they can exacerbate point chasing and fixed mindsets in students. Mastery based grading provides a way to address some of these issues.  
In this poster, I present the evolution of an approach to Mastery Based Grading in an upper-level ANOVA/Design of Experiments course at a large, public, research university. I will share the struggles, pitfalls, reflections, and benefits from using Mastery Based Grading as opposed to traditional grading. Further, I’ll share resources, including MyOpenMath and a Shiny app which support both educators and students. Through the poster, participants will gain a better understanding of Mastery Based Grading (via an example), learn from my failures and successes, and learn about some tools which can help them positively impact students’ mindsets.


Th-17 - Mastery Based Grading in Upper-level Statistics Courses.pdf