2025 ASEE Annual Conference & Exposition

Alternative grading methods have continued to receive attention within engineering education. This paper focuses on two undergraduate courses: a second-year introduction to the mechanical design process and a capstone design course. Both courses were built around semester-long team design projects and included individual and group assignments. Students were able to revise and resubmit most types of assignments after receiving feedback. At the end of the semester, anonymous surveys were conducted to assess the students’ perceptions of the grading method in each course. Most of the students who responded to the survey agreed that the grading method increased their ability to implement the design process in engineering design projects and preferred this grading method over those in their other courses. In the open response portion of the survey, students reported aspects of the grading system that worked well, for example the ability to resubmit assignments and the feedback received. This paper will describe the course assignments, student course performance data, and survey results.