Points are Pointless: The Unexpected Outcomes of Assessing for Mastery in Organic Chemistry | Summary and Q&A

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September 9, 2020
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Points are Pointless: The Unexpected Outcomes of Assessing for Mastery in Organic Chemistry

TL;DR

Implementing mastery-based grading in organic chemistry, closing achievement gaps, and transforming student learning.

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Key Insights

  • πŸ§‘β€πŸŽ“ Mastery-based grading improves student engagement and ownership of learning.
  • 🏍️ Iterative assessment cycles enable personalized learning and adjustment.
  • πŸ˜₯ The system reduces grading time and emphasizes understanding over points.
  • ⚾ Implementation of mastery-based grading promotes equity and diversity outcomes.
  • πŸ§‘β€πŸŽ“ Student anxiety decreases as they embrace a growth-focused learning approach.
  • πŸ†˜ Assessment reformatting helps clarify learning objectives and expectations.
  • ⚾ Mastery-based grading encourages collaborative learning and reduces competition.

Transcript

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Questions & Answers

Q: How did the student feedback change after implementing the mastery-based grading system?

Student feedback shifted to focus more on their learning and development rather than personality traits, indicating a positive impact on student engagement and ownership of their education.

Q: What made Dwight Williams consider changing his grading methodology?

Persistent student queries about lost points, unhealthy competition, and disparities in outcomes for students of color drove Williams to rethink grading to promote learning and reduce barriers to success.

Q: How did Williams structure his class assessments under the mastery-based system?

Assessments were based on the number of mistakes made by students, categorized into four levels – Expert, Proficient, Novice, and Unsuccessful – allowing for iterative learning and reevaluation.

Q: How did the mastery-based approach impact diversity outcomes in Williams' class?

The approach helped close the achievement gap between students of color and majority students, resulting in more equitable distribution of grades and decreased withdrawal rates among students.

Summary & Key Takeaways

  • Dwight Williams details his experience implementing mastery-based grading in organic chemistry at Kalamazoo College.

  • The approach allows for personalized learning, iterative assessment, and emphasizes student progress.

  • Results include reduced student anxiety, improved diversity outcomes, and a focus on learning over grades.

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