2025 ASEE Annual Conference & Exposition

In mathematics courses, grading practices often focus on performance through a cumulative point system, which can mask students’ true understanding of the material. For students at EPSCoR institutions, many of whom are first-generation college students from rural communities, this traditional grading approach does not always foster the depth of learning or resilience required for long-term success. With the goal of encouraging a growth mindset, faculty members at these institutions sought a grading system that would better reflect students’ comprehension and support their academic growth. Standards-based grading (SBG) was implemented to meet these needs by shifting the focus away from partial credit accumulation and toward a more meaningful assessment of learning.

SBG was adopted in College Algebra courses to encourage students to master specific learning objectives through an iterative process of reassessment. Unlike traditional weighted average grading (WAG), SBG emphasizes mastery of content, giving students multiple opportunities to demonstrate their understanding. This paper will present a statistical analysis between student outcomes in SBG and WAG college algebra courses.

Supported by recent literature, SBG has been shown to foster student engagement, reduce math anxiety, and cultivate a growth mindset. This paper additionally explores the logistical aspects of implementing SBG, the process of gaining administrative and student buy-in, and provides resources for instructors interested in adopting SBG in STEM fields to improve student outcomes.