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This study explored innovative grading in advanced biology courses, moving from traditional methods to an open schematic. This approach supports student agency and learning progression, even after poor performance.

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Area of Science:

  • Biology Education
  • Cognitive Science in Education

Background:

  • Advanced biology courses present significant learning challenges, exacerbated by the COVID-19 pandemic.
  • Traditional grading may not fully support student learning progression or agency.

Purpose of the Study:

  • To investigate the implementation and impact of an open grading schematic in advanced biology courses.
  • To align grading practices with cognitive theories of knowledge acquisition.
  • To foster student learning, improvement, and retention in STEM subjects.

Main Methods:

  • Analysis of perspectives and course procedures in two advanced biology courses.
  • Transition from traditional grading to a more open grading schematic.
  • Alignment of the new model with applied cognitive theories.

Main Results:

  • The open grading schematic facilitated significant student change and learning.
  • The model provided opportunities for students to revisit and improve understanding in challenging areas.
  • The approach empowered students and supported their agency in the learning process.

Conclusions:

  • Restructuring grading schemes can effectively address challenges in advanced biology courses.
  • An open grading model, informed by cognitive science, promotes deeper learning and retention.
  • This approach offers a valuable alternative for STEM educators focused on student progress.