Cases of Student Reflection within a Course Using Standards-Based Grading

This Research-To-Practice Category Full Paper is a qualitative study of four students’ reflections on their performance and feedback on assignments in a required first-year engineering course. The intention was to gain a deep understanding of how students engage with a course’s standards-based grading (SBG) system to plan and act via an analysis of their structured reflections. The individual student cases are presented. A cross-case analysis focused on self-ratings compared to performance, actions and connections made to learning objectives, plans and connections made to learning objectives, and other insights is also presented. Implications for the design of SBG systems and accompanying reflections are discussed.

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