Towards a Grading Model That Supports Learning in Biology Courses.

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.