2026 ASEE Annual Conference & Exposition

“Try One Assignment”: A Practical Introduction to Alternative Grading

Presented at Assessment, Grading, and Feedback Innovation

Alternative grading methods, such as specifications grading and standards-based grading, are becoming more widely adopted in both K–12 and higher education due to their ability to promote mastery, reduce grading disputes, and cultivate a growth mindset. Unlike traditional points-based grading, these systems emphasize clearly defined standards, actionable feedback, and opportunities for revision without penalty. This approach helps ensure that grades accurately reflect what students can do, rather than how well they navigate a system of partial credit.

While instructors may be intrigued by the philosophy of alternative grading, many are hesitant to commit to a full-course redesign. This paper invites participants to start small by reimagining just one frustrating assignment (e.g., one that is especially time-consuming, produces low-quality student work, and/or often leads to grade complaints). Drawing on the "Four Pillars" of alternative grading (Clark & Talbert), participants will walk through a structured redesign process and leave with a plan to pilot an alternative grading approach on one assignment in their own course.

The authors represent a cross-disciplinary working group of faculty from mechanical engineering, electrical engineering, and physics and chemistry, and have several years of experience implementing and refining alternative grading practices in a range of classroom settings.

Authors

Dr. Michael Christopher Sevier Milwaukee School of Engineering [biography]

Michael Sevier is currently an assistant professor of Mechanical Engineering at the Milwaukee School of Engineering. After finishing his doctorate degree at the University of California, Santa Barbara, Michael took a position at ATA Engineering where he worked as a structural analysis engineer for nine years. During this time, he both took and taught multiple professional courses and realized how many technically brilliant instructors struggled to convey information in a way that could be readily absorbed by the students. Now in his tenth year in academia Michael is researching how various teaching methods and study habits affect the absorption and long-term retention of class material in the hopes of best preparing students for their future as engineers. Michael also currently serves as co-advisor for MSOE's humanitarian engineering club.
Dr. Brian James Slaboch Milwaukee School of Engineering [biography]

Dr. Brian J. Slaboch holds a Ph.D. in Mechanical Engineering from Marquette University and is currently an Associate Professor at the Milwaukee School of Engineering. His research is in the general area of mechanisms design, and he is currently investigating ways to utilize mechanisms with variable topology, as applied to manufacturing, healthcare, and space applications.
Dr. Jay Wierer Milwaukee School of Engineering [biography]

Jay Wierer is an associate professor in the Electrical, Biomedical, and Computer Engineering department at Milwaukee School of Engineering. He has served as an officer in the New Engineering Educators Division and the North Midwest Section of ASEE. He also serves as MSOE's ASEE Campus Representative. He regularly teaches courses in digital signal processing, signals and systems, random processes, electric circuits, and control systems. He has written several papers related to alternative grading strategies, instructional design, and laboratory exercises in ECE courses.
Dr. Zach Simmons Milwaukee School of Engineering [biography]

Dr. Zach Simmons Milwaukee School of Engineering
Zach Simmons is an associate professor of physics in the Department of Physics and Chemistry at the Milwaukee School of Engineering. He has a PhD in physics from the University of Wisconsin Madison and has research interests in optics and related applications. He regularly teaches introductory physics and the occasional optics-oriented or other physics course.

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