Date of Award
5-2024
Document Type
Thesis
Primary Advisor
Rebecca Hunter
Secondary Advisor
Joshua Brokaw
Committee Reader
Jennifer Hennigan
Abstract
The purpose of this mixed methods, exploratory study is to investigate what happens when mastery grading is implemented for summative assessments in a majors introductory biology course. Summative assessments included an initial Learning Objective (LO) exam and the opportunity for students to earn a retake exam. First and second iterations of the LO exams covered the same material but did not have the same questions.
Components of this study included a qualitative analysis of students’ perceptions of the mastery grading structure as well as quantitative analyses to determine whether correlations exist between factors such as SAT/ACT scores and degree of grade improvement. Quantitative analyses are also included to assess the extent to which retesting improved exam scores.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Ice, Darby, "EFFECTS OF THE IMPLEMENTATION OF MASTERY GRADING IN AN INTRODUCTORY BIOLOGY COURSE" (2024). Honors College. 82.
https://digitalcommons.acu.edu/honors/82