Abstract:
Background
Within the framework of assessment and grading, students often place an emphasis on the criteria of pass or fail. Their success or failure is upheld in a numerical grading system where consideration to the process of learning can become of secondary importance to completion of their module. It is argued that this approach does not promote potential and can demotivate learners and decrease student retention numbers.
Objective
The objective of this paper is to introduce a concept named Learning Outcome Aligned Category (LOAC) grading which draws on both summative and formative feedback to encourage students to complete their learning further than minimum requirements.
Method
The Blackboard grade centre is used to demonstrate LOAC grading and feedback for a number of different continuous assessments. Each assessment addresses a different learning outcome for which a category grade is awarded in the format LO#/A-N. The grading system adapts a four tier category system with steps of A, B, C and N which is indicative of the students level of learning namely Master, Vantage, Level and Novice.
Discussion
Using an example of a continuous assessment addressing the first learning outcome for which a student fails to achieve the pass grade would receive a LOAC grade of LO1N. This indicates the student is at a novice level (N) of learning on this aspect of the module (LO1). Upon receiving the feedback the student understands that they need to build upon their knowledge relative to LO1 working towards their final exam. It is argued that the student’s emphasis is placed on how much they have learnt and how much more they can learn in a segregated LO targeted manner. In the context of Mathematics, the LOAC system may avoid “I’m not good at Maths” types of generic expressions to “I’m not bad at Trigonometry (LO1) but need to improve differentiation (LO2)” improving sentiments.
The use of technology for summative and formative feedback is beneficial to the students; however they are typically applied separately where the score is indicated in the Blackboard grade centre and feedback accessed through comments in their Turnitin submission. The proposed LOAC method offers a systemic grading practice based on summative grading but is directly inclusive of formative feedback in the delivery of results.
Results
A Blackboard based survey was carried out with a group of 29 first year mechanical engineering students. The results of the survey indicated that 75% of the group understood the proposed LOAC grading system and furthermore 79% of the group felt that LOAC type grades offer feedback directly relative to the learning outcomes in a module.
