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A Model for Competency-Based Grading and Its Effect on Student Outcomes in a Biomechanics Course.

Kenneth J Fischer1, Christopher J Fischer2,3

  • 1Department of Mechanical Engineering, University of Kansas, Learned Hall, Room 3138, 1530 W. 15th Street, Lawrence, KS 66045.

Journal of Biomechanical Engineering
|November 17, 2023
PubMed
Summary
This summary is machine-generated.

Competency-based grading (CBG) in biomechanics courses primarily benefited midperforming students. While not significantly improving lower-performing students, this grading method shows positive overall effects on student learning.

Keywords:
biomechanicscompetency-based gradingcontent masterylearning objectivestudent learning

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Area of Science:

  • Biomechanics education
  • Higher education pedagogy

Background:

  • Competency-based grading (CBG) offers flexible learning pathways.
  • Implementing CBG in science courses requires tailored approaches.

Purpose of the Study:

  • To implement and assess competency-based grading (CBG) in an undergraduate biomechanics course.
  • To evaluate the impact of CBG on student learning and grade distribution.

Main Methods:

  • A CBG model was developed for a biomechanics course with nine learning objectives.
  • Student competency was assessed via knowledge questions and analytical problems.
  • Course grade distributions were compared before and after CBG implementation.

Main Results:

  • CBG implementation led to improved grades primarily for midperforming students.
  • Analysis of successive attempts showed optimal student success on initial and secondary attempts.
  • Optional final exam attempts also showed anecdotal grade improvements.

Conclusions:

  • The CBG approach positively impacted student learning in the biomechanics course.
  • While benefits were most pronounced for midperforming students, the overall effect was positive.
  • Modifications to include diverse assessments could further enhance CBG effectiveness.