The purpose of this assessment is to evaluate the effectiveness of Objective Based Grading (OBG) as a method to enhance student learning outcomes and engagement in a college math classroom. By implementing OBG, I aimed to experience firsthand the positive results reported during the Maricopa Student Success Conference and demonstrated by fellow colleagues. Specifically, I sought to assess whether OBG would lead to improved student performance on assignments by breaking down learning objectives into manageable components. Furthermore, I wanted to facilitate opportunities for students to collaborate effectively with their peers, fostering a supportive learning environment. Ultimately, this assessment serves to determine if OBG can empower students to take ownership of their learning and navigate their academic challenges more successfully.
The necessity of this assignment stems from the need to enhance student success and engagement in the math curriculum. Observations and conversations with students revealed that many students were not looking at the steps necessary for mastering those objectives. Instead, they fixated on the fact that their prior attempts were incorrect, which hindered their overall progress if they were to focus solely on if it was right or wrong. Recommendations from colleagues and insights gained from various conferences highlighted the potential benefits of Objective Based Grading (OBG) in addressing these challenges. Colleagues who implemented OBG reported substantial improvements in student understanding and engagement, prompting me to adopt this method in my own classes. By introducing OBG, I aim to create a structured environment that encourages self-assessment, and ultimately leads to higher achievement among students.
- Implement Two In-Class Mastery Checks: Students will complete a smaller Mastery Check followed by a larger one at the end of each unit, allowing them to identify and focus on areas needing improvement. Students can come outside of class time for additional attempts.
- Adopt a Grading Scale from 0 to 4: Students will receive individual scores for each concept on a scale from 0-4, promoting a deeper understanding of mastery rather than just a single percentage.
- Utilize Hand-Graded Paper Tests: Students will take paper tests, allowing for a detailed focus on objectives and minimizing penalties for small errors.
- Self-Reflective Analysis: Students will engage in self-reflective questions to assess their progress and identify areas for further learning.
- Comparison of Student Performance: After implementing Objective Based Grading, I compared student scores from the current semester to those from previous semesters. The average scores increased by 18% in Class 1 and 16% in Class 2, indicating improved student performance and mastery of concepts.
- Increase in Student Initiative: Following the changes, there was a nearly 300% increase in the number of students coming in for retakes beyond the two scheduled Mastery Checks. This suggests that students became more proactive in seeking opportunities for improvement.
- Student Feedback on Perception of Learning: I surveyed students about their experiences with Objective Based Grading. Comments indicated an increased sense of empowerment and focus, with many students acknowledging the benefits of breaking down their learning into manageable objectives, despite mixed opinions from some.
- Significant Grade Improvements: Notable grade advancements were observed, with some students improving from 26% to 75% and from 50% to 98%. This highlights the effectiveness of the new grading approach in facilitating deeper learning.
- Overall Grade Increase: The overall average final student grade rose by approximately 10% compared to the Fall semester, further validating the positive impact of the changes made.
This study explores the implementation and impact of Objective Based Grading (OBG) in a college math classroom, inspired by insights gained from the Maricopa Student Success Conference. After adopting a structured grading approach that included two in-class Mastery Checks, a scale of 0 to 4 for individual concepts, and an emphasis on self-reflection, I observed significant improvements in student engagement and performance. Notably, the number of students seeking retakes on their own increased by nearly 300%, and average scores rose by 18% in Class 1 and 16% in Class 2. Student feedback revealed a split perception of OBG’s effectiveness; however, many reported feeling more empowered in their learning. Overall, this approach not only enhanced student retention but also provided opportunities for those struggling with math to focus on their challenges. Future steps include standardizing OBG practices, increasing test versions, and emphasizing self-analysis in student reflections.
| Attachment | Size |
|---|---|
| Full Report | 100.06 KB |
| Details of each Class. Has 3 tabs. Overview, Class 1, Class 2. | 40.93 KB |