Why Traditional Grading is getting an F: Otterbein Champions Alternative Grading

By Drakko Harper ’26

Last summer, 26 STEM educators from various institutions across the United States met at Otterbein University for a workshop on implementing alternative grading practices in their courses. 

This new era of alternative grading was formed through the SCIENCE Collaborative, a resource for institutions to build a community that addresses the issues students face in trying to maintain their personal well-being, further their goals, and maximize the value and knowledge from their education.

Passionate STEM professors and organizers, such as Chemistry Professor Joan Esson, have been inspired by the faults in traditional points-based systems that often fail to engage their students for one crucial reason: students learn through different methods at varying rates. 

“Learning happens on a different time scale for everyone,” Esson said. “It seems false to say you have to master a concept in a week and then be tested on it. What I really care about is whether, by the end of the semester, you can walk away with the skills I want you to have, even if the pathway varies for each student.”

The workshop centered around methods such as specifications grading, standards-based grading, and ungrading. Each can incorporate practices like multiple attempts, different scales, and shifting focus towards feedback, revision, and reflection. These methods can help prioritize specific learning outcomes and assist students in better organizing their time and knowledge. 

“When we think about assessments, we don’t always line them up with what we want learning outcomes to be; the exact alignment isn’t clear in that this assignment addresses this purpose,” Esson said. “Alternative ways of grading make that much more explicit and flexible in how you can achieve those outcomes so that students who come into the course with different strengths or backgrounds can thrive.” 

Traditional grading practices can be rigid, especially in STEM classes, where things can often involve high-stakes exams. By incorporating alternative grading, educators are already noticing a difference in student engagement and test anxiety levels. 

“It gives students flexibility in how to demonstrate their mastery on these topics,” John Tansey, a professor of chemistry, said. “There’s less cramming through homework problems and exams because of the way the classes are structured.”

For Psychology Professor Katie Wissman, she noticed a shift in her classroom environment.  “Some of my students feel more okay with making mistakes because they know they won’t be penalized for being wrong,” she said. “They’re more willing to try, to take risks, and to engage. I’ve seen them seek out opportunities they wouldn’t have otherwise, because mistakes are part of the process of learning.”

For Wissman as an instructor, this new environment motivates her. “These approaches have made my interactions and relationships with my students become so much more meaningful. I am so excited to step into the classroom, even knowing that they might be a little bit nervous at first, “she said. “I think I have a newfound relationship with my students that feels authentic.”

Some argue against grading alternatives, but educators at the workshop supported the opposite. “Nationally, people question whether this makes a course less rigorous,” Esson said. “It’s not about making courses easier. We have clearly articulated learning standards. We are just providing alternative ways for everyone to show that they have learned those outcomes.”

Wissman encourages educators to attend events like this and join a community of practice. “People leave with renewed excitement for being in the classroom and trying something new. They feel like they’re doing something good, evidence-based, and focused on students.” Wissman said. 

Otterbein’s role in this event highlights its commitment to innovation in education. “Otterbein is excited to be hosting this national conversation,” Esson said “It’s energizing being part of this amazing group of collaborative institutions that are trying to be a part of student-centered change makers in STEM.”