T-03: Rethinking Assessment for Meaningful Learning

Traditional grading prioritizes performance over learning. In an introductory CS course, we implemented competency-based grading (CBG) to shift the focus to mastery and growth. This approach lets students demonstrate understanding at different levels rather than striving for perfection. This talk will share insights from two semesters of implementation, including challenges, refinements, and student feedback. By the conference, I hope to present preliminary data on student engagement and motivation. Attendees will gain practical strategies for designing and implementing CBG in large courses, managing student expectations, and fostering a learning-focused environment.

Students’ grades are not always accurate because they do not always reflect learning, but rather the mistakes made during the semester. Traditional grading practices do little to support learning, precisely because they penalize students every time they make a mistake, potentially disadvantaging certain groups of learners.

In this talk, you will be introduced to alternative grading practices (AGPs), which aim to restore equity and accuracy in assessment while optimizing support for learning. You will explore different approaches to grading based on principles that could inspire changes to your practices.

Authentic assessment is vital in nursing education and requires the application of clinical judgment and problem-solving skills. This research will explore how nursing students in the Bachelor of Nursing (Integrated) program at McGill University engage with these tasks and identify the factors influencing this engagement. The study will employ an exploratory sequential mixed-methods approach. The anticipated outcomes are expected to enhance student engagement and learning in nursing education, with implications for various professional fields.