Author

Darby Ice

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

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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