Grades and Learning

Abstract

abstract:Course grades are not typically used as primary data for assessing learning in reports prepared for accreditation due to a complicated history. This article encourages readers to reconsider by offering several examples of grade analysis to show how to estimate students’ abilities and course difficulties, and link those to discipline-specific learning. Linear and ordinal regression are used to model rubric rating averages over time, plausibly showing that student ability affects learning development. Another analysis offers a way to estimate marginal learning gains associated with course rigor. The examples give rise to several research questions that can contribute to a body of practical research on grades, student success, student learning, and equity of outcomes. Keywords: grades; assessment practice; student learning; student success