Adapted mastery grading for Statics

Abstract

This paper presents a study of an adapted mastery grading scheme applied to an introductory Statics course. Previous studies have identified student characteristics that predict performance in this course at this school. This study will compare those predictors for the entire enrollment (14 sections) of the course against those of the three sections of students subjected to the alternative grading scheme. The alternative scheme was applied to five in-class exams unique to the three sections; the final exam was common to all sections and was graded using standard partial-credit methods. Discussion of the particular implementation of the mastery grading scheme as well as student feedback will also be included.