A method combining elements of standards-based grading into a framework that uses Marzano’s Taxonomy of Learning to guide the writing of clearly de!ned and scaffolded learning outcomes described by Toledo and Dubas, was implemented at Simmons University during the Fall of 2021 in General Chemistry & Quantitative Analysis I. The method incentivizes students to focus on continuous improvement and increasing mastery of the learning objectives, rather than solely rewarding students who may have privileges that enable immediate mastery and achievement of A work on all homework, quizzes and exams. The shift of a unit exam’s purpose and format to serve as a formative rather than summative assessment, empowers students to reflect metacognitively on their mastery of learning objectives. Upon completing an exam wrapper, all students are provided with their own lesson plan to improve, regardless of their ability to attend office hours for one-on-one guidance, equitizing the reflective practice. Impacts of this and other classroom practices, such as developing a classroom social contract and flipped classroom organization with each learning outcome having a dedicated video lecture on students self-reported opinions on STEM inclusion and belonging, as well as impacts on DWF and retention will be presented.

Impacts on inclusion, belonging & retention through implementation of a learner-centered grading method focused on reaching proficiency with course learning outcomes

ACS Spring 2022

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.