Abstract
Standards- and attribute-based marking methods grade students according to specific learning objectives. These methods can be difficult to implement but lead to positive results for both students and instructors. This paper summarizes the experience of and results from two divergent grading systems, one that utilized standards-based grading for a small part of the grade in a very large class and another that used attribute-based grading for the entire experience of a small class. The instructors discuss the challenges in implementing their systems and how the benefits outweighed the accompanying difficulties. The results of the alternative marking led to greater student engagement and to changes in course curriculum. Suggestions for easing the use of these systems are proposed.
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