Fischer Kenneth J, Fischer Christopher J
Department of Mechanical Engineering, University of Kansas, Learned Hall, Room 3138, 1530 W. 15th Street, Lawrence, KS 66045.
Department of Physics and Astronomy, University of Kansas, Malott Hall, Room 1076, 1251 Wescoe Hall Drive, Lawrence, KS 66045.
J Biomech Eng. 2024 Mar 1;146(5). doi: 10.1115/1.4064057.
Competency-based grading (CBG) can take different forms in different subject areas. We present a method for implementing CBG in a biomechanics course with nine primary learning objectives. Competency in each learning objective is measured by the student's ability to correctly answer knowledge questions and solve analytical problems in the field of biomechanics. The primary goal of implementing CBG was to provide more opportunities for lower-performing students to learn the material and to demonstrate that learning. To determine the efficacy of CBG to improve student learning, the primary measure was course grade distribution before and after implementation of CBG. The course grade distribution data indicated that CBG has primarily helped midperforming students to improve their grades. Because of the limitations of course grades as a measure of learning, we also performed analysis of student performance on successive attempts which indicated initial and secondary attempts are best, with student success declining on subsequent attempts. Anecdotally, many students improved performance, and thus their grade, on the (optional) final exam attempts. Limitations of the study include the limited course offerings with CBG (three), and that effects of COVID-19 may be confounding CBG data. Also, the approach places nearly all the grade on quizzes or exams. However, the approach could be modified to include homework grades, projects, and the like. Overall, the student learning in this course and implementation appears to be only positively affected, so this approach appears to have benefits in a biomechanics course.
基于能力的评分（CBG）在不同学科领域可能有不同形式。我们提出了一种在生物力学课程中实施CBG的方法，该课程有九个主要学习目标。每个学习目标的能力通过学生正确回答生物力学领域知识问题和解决分析问题的能力来衡量。实施CBG的主要目标是为成绩较差的学生提供更多学习材料并展示学习成果的机会。为了确定CBG提高学生学习效果的有效性，主要衡量标准是实施CBG前后的课程成绩分布。课程成绩分布数据表明，CBG主要帮助成绩中等的学生提高了成绩。由于课程成绩作为学习衡量标准的局限性，我们还对学生连续尝试的表现进行了分析，结果表明首次和第二次尝试效果最佳，后续尝试中学生的成功率下降。据传闻，许多学生在（可选的）期末考试尝试中提高了成绩，从而提高了他们的课程分数。该研究的局限性包括实施CBG的课程数量有限（三门），以及COVID-19的影响可能混淆了CBG数据。此外，该方法几乎将所有成绩都放在测验或考试上。然而，可以对该方法进行修改，以纳入作业成绩、项目等。总体而言，本课程中的学生学习和实施似乎只受到了积极影响，因此这种方法在生物力学课程中似乎有好处。
