Descriptive study reports pedagogical tracking resources for standards-based grading in precalculus students, highlighting strategies to resolve grade ambiguity.
Standards-based grading is a popular form of alternative grading, where students are assessed on how many of the course standards they have met by the end of the semester. While there are many potential benefits to using standards-based grading, it also comes with its challenges, including students having difficulty knowing where they stand in the course. This paper describes multiple resources used in a Precalculus course to help students make the most of standards-based grading, with particular attention given to the Grade Progress Comparison Table, which allows students to compare their progress with that of students from previous semesters.
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Richard G. Epstein (2026) studied this question.
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