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Rethinking Exams and Letter Grades: How Much Can Teachers Delegate to Students?

Elizabeth Kitchen^*, Summer H. King, Diane F. Robison, Richard R. Sudweeks, William S. Bradshaw^*, and John D. Bell

Departments of *Microbiology and Molecular Biology, Physiology and Developmental Biology, and Instructional Psychology and Technology, Brigham Young University, Provo, UT 84602

Monitoring Editor: Gary Reiness

Address correspondence to: John D. Bell (John_Bell{at}byu.edu).

In this article we report a 3-yr study of a large-enrollment Cell Biology course focused on developing student skill in scientific reasoning and data interpretation. Specifically, the study tested the hypothesis that converting the role of exams from summative grading devices to formative tools would increase student success in acquiring those skills. Traditional midterm examinations were replaced by weekly assessments administered under test-like conditions and followed immediately by extensive self, peer, and instructor feedback. Course grades were criterion based and derived using data from the final exam. To alleviate anxiety associated with a single grading instrument, students were given the option of informing the grading process with evidence from weekly assessments. A comparative analysis was conducted to determine the impact of these design changes on both performance and measures of student affect. Results at the end of each year were used to inform modifications to the course in subsequent years. Significant improvements in student performance and attitudes were observed as refinements were implemented. The findings from this study emphasized the importance of prolonging student opportunity and motivation to improve by delaying grade decisions, providing frequent and immediate performance feedback, and designing that feedback to be maximally formative and minimally punitive.