Student perceptions of alternative grading strategies in the biology classroom.

ABSTRACT: There is a need to provide more case studies of alternative grading strategies in the biology education literature and report on student perceptions of these strategies. Student participants were instructed using alternative grading strategies and then completed course metacognitive self-reflections. Qualitative content analysis was performed on open responses. Students perceived opportunities for helpful instructor feedback, having a learning-focused environment, improved understanding, clarity of focus, reduced stress, improvement, enjoyment, practice, encouragement, and increased self-confidence. They also sometimes compared the logistics of their alternatively graded course to other courses or past experiences. Based upon previous literature and students mentioning opportunities for gr

SUBMITTER: Adler JJ 

PROVIDER: S-EPMC12020799 | biostudies-literature | 2025 Apr

REPOSITORIES: biostudies-literature