2026 ASEE Annual Conference & Exposition

This work-in-progress paper describes the redesign of a heat and power course with an alternative grading scheme using elements of standards-based grading and specifications grading. This course is an undergraduate mechanical engineering technology course, with both lecture and laboratory components, covering topics in thermodynamics and heat transfer. Fourteen learning targets were developed based on the course learning outcomes. The learning targets were primarily assessed using quizzes and scored using a three-level rubric. The levels were successful (S), revisable (R), and new attempt needed (N). For a learning target to be considered completed, a student had to earn an “S” mark on at least two assessments for that learning target. Work earning a mark of “R” could be revised and potentially converted to an “S” mark. The laboratory assignments were assessed using a specifications grading model and marked either “Pass” or “No Pass”. The final course grade was determined by how many learning targets were completed and how many “Pass” marks were earned on laboratory assignments. Four times throughout the course, students were asked to complete brief writing assignments reflecting on their quiz performance. The paper will describe the course activities and assessments and details of the grading scheme. Future work includes analyzing the responses to the reflection assignments to study how students prepared for quizzes and used instructor feedback.