A grading matrix assessment approach to align student performance to Threshold Learning Outcomes (TLOs) in a large first year biology class

Abstract

In our large first year biology course, we aim to provide students with clear links between the course delivery framework and assessment. In the first semester of offering in 2008, we determined grades using the traditional weighted average of marks for the assessment tasks. However, of the 99% of students who passed with an aggregate of at least 50%, the lowest performing student obtained only 21% for the examination. Since Semester 2 2008, we have graded the course using a grading matrix approach with specified standards for all the individual assessment components. Analysis of results from this approach showed that 85-89% of students obtained a passing grade, for which a minimum score of 45% for the examination was required. The grading matrix approach provides a measure of each student’s higher order learning of concepts and skills that can be mapped to threshold learning outcomes for the students’ programs of study.