Traditional grading practices have inherent issues that can undermine learning for many students, so it was decided to try alternative approaches to assessing and grading our General Chemistry classes to see if we could increase student learning, success and retention.
Traditional grading systems are highly subjective and internalize instructor biases. These grading systems can increase stress and anxiety in students while reducing cooperative learning, critical thinking, creativity, and motivation. It is hoped that by adjusting the way grades are assigned, students will focus more on learning material and skills, rather than focusing solely on their grade.
There are many different ways to implement alternative grading, and as a result, the process can often feel overwhelming. To begin, we decided to pilot a few new strategies while still maintaining some traditional assessments. Our goal was to learn through experience, identifying what worked well, what did not, and making adjustments as needed.
In Fall 2023, the assessment structure included several components designed to emphasize practice, reflection, and mastery. Short quizzes were graded on a satisfactory/unsatisfactory basis to encourage students to stay current with the material. Three unit exams formed the foundation of assessment, with students required to earn at least a C on all exams to receive a course grade of C or higher. Each exam could be attempted at least twice to support mastery learning. Homework was assigned regularly and graded for engagement rather than correctness, allowing students to receive feedback and revise their work. Laboratory activities included post-lab assignments that could also be redone to promote deeper learning. Final grades were determined through a combination of exam performance, quiz completion, and lab participation, while homework served primarily as a learning and reinforcement tool rather than a source of points.
By Summer 2024, the approach evolved to focus on Classroom Learning Objectives (CLOs) as the foundation for assessment. These objectives have been refined continuously to align more closely with course goals, student learning outcomes, and measurable indicators of mastery. A copy of both the original and current CLOs is attached for reference.
The adoption of CLOs required adjustments to how learning was assessed and supported. Quizzes were retained as short, in-class summative assessments that allowed students to demonstrate their individual learning and track their progress throughout the semester. Each quiz was designed to target specific CLOs, helping both students and instructors identify areas of strength and concepts needing additional support. Laboratory post-lab assignments were also rewritten to reinforce these objectives, ensuring stronger integration between lecture and lab activities.
Traditional summative exams and point-based homework were replaced with unit projects and interviews, which gave students low-stress, authentic opportunities to explain their reasoning, apply concepts, and demonstrate understanding in multiple ways. These changes shifted the emphasis from performance on single high-stakes exams to continuous learning, reflection, and mastery over time.
An analysis of CHM151 student data from 2018 through 2025 shows that the transition to an alternative grading format has had a significant positive impact on student outcomes. The review included completion, success, and withdrawal rates, each of which demonstrates measurable improvement following the implementation of the new grading system.
From 2018 to 2022, completion rates remained relatively steady, ranging between 60 and 70 percent. After the introduction of alternative grading in 2023, completion rates increased to over 80 percent and have remained consistently high in subsequent semesters. This trend suggests that more students are staying engaged and completing the course, which reflects stronger persistence and motivation under the new system.
A similar improvement is seen in success rates. Prior to 2023, student success fluctuated between 50 and 70 percent, indicating uneven achievement across semesters. Following the implementation of alternative grading, success rates rose to between 69 and 80 percent, showing not only higher overall performance but also greater consistency. These results indicate that the alternative grading model helps students achieve mastery by providing more opportunities to demonstrate understanding and by emphasizing learning and growth over single high-stakes assessments.
Withdrawal rates also show a marked improvement. Before the change, withdrawals reached as high as 41 percent. Since implementing the new grading approach, those rates have dropped to below 20 percent, with some semesters as low as 14 percent. This significant decline suggests that students are less discouraged and more willing to persist through challenges, likely due to the built-in flexibility, feedback, and opportunities for revision that are central to the alternative grading framework.
Taken together, these data provide strong evidence that the adoption of an alternative grading format in CHM151 has improved student engagement, retention, and achievement. The combination of higher completion and success rates, along with a substantial reduction in withdrawals, indicates that the new approach is fostering a more supportive and effective learning environment that promotes long-term academic success.
Traditional grading practices often fail to measure learning in the way instructors intend, as they can be influenced by subjectivity and implicit bias. These systems frequently turn grades into a form of negotiation, creating an adversarial relationship between students and instructors rather than a collaborative one. As a result, traditional grading can heighten student stress and anxiety while discouraging creativity, critical thinking, and cooperative learning.
This project explores the implementation of an alternative grading model in CHM151, designed to emphasize mastery, reflection, and feedback over points and percentages. By focusing on clearly defined Classroom Learning Objectives (CLOs) and providing opportunities for revision and self-assessment, the approach fosters a more equitable and supportive learning environment. Data collected since implementation show increases in course completion and success rates, along with a significant reduction in withdrawals, suggesting that alternative grading not only improves academic outcomes but also enhances student motivation, confidence, and engagement.
| Attachment | Size |
|---|---|
| Dashboard Completion, Success, and Withdrawal Data from 2018 - 2025 | 625.41 KB |
| Fall 2025 - Grading and CLOs Syllabus Excerpt | 25.72 KB |
| Fall 2024 - Grading and CLOs Syllabus Excerpt | 28.7 KB |