How is Science Learning Assessed at the Postsecondary Level? Assessment and Grading Practices in College Biology, Chemistry and Physics

Abstract

The role of assessment in higher education is gaining importance as accountability requirements intensify and as assessments are increasingly recognized as having potential to improve teaching and learning. During the last two decades, educators have begun implementing a wider variety of assessment types including alternative and student-centered assessment practices. However, few research studies have examined the extent that college science faculty use such practices. This large-scale descriptive study utilized a nationally representative sample of higher education faculty from the US Department of Education to examine the assessment and grading practices of college science faculty from 2 and 4-year higher education institutions. When data was disaggregated by science discipline, statistically significant differences were found among physics, chemistry and biology faculty’s assessment and grading practices. Biology faculty used a larger repertoire of assessment types overall, and used assessments that have potential to enhance the learning process more than chemistry and physics faculty. Physics and chemistry faculty graded on a curve more often and used competency-grading practices less often than biology faculty. Assessment practices that could be considered formative with potential to promote student learning appear to be underutilized by all science faculty.