Mastery grading of engineering homework assignments

Research output: Chapter in Book/Report/Conference proceedingConference contribution

6 Scopus citations


In engineering courses, homework assignments are often intended to be formative assessments where students develop and refine their understanding of the subject material. In reality, however, homework assignments are often evaluated in a way that more closely matches a summative assessment, where the students have little incentive to reflect upon and refine their work. In this paper I discuss a mastery grading system designed to shift the focus of homework assignments from numerical grades to a focus on written feedback and reflection on that feedback. The paper presents the theoretical basis behind the methodology, outlines the mastery grading methodology itself, discusses the results of prior research with the mastery grading system, and presents new results from a two year study examining its effect on student learning, instructor time commitments required for implementation, and student opinions of the method.

Original languageEnglish (US)
Title of host publicationFIE 2016 - Frontiers in Education 2016
Subtitle of host publicationThe Crossroads of Engineering and Business
PublisherInstitute of Electrical and Electronics Engineers Inc.
ISBN (Electronic)9781509017904
StatePublished - Nov 28 2016
Event46th Annual Frontiers in Education Conference, FIE 2016 - Erie, United States
Duration: Oct 12 2016Oct 15 2016

Publication series

NameProceedings - Frontiers in Education Conference, FIE
ISSN (Print)1539-4565


Other46th Annual Frontiers in Education Conference, FIE 2016
Country/TerritoryUnited States

All Science Journal Classification (ASJC) codes

  • Software
  • Education
  • Computer Science Applications


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