Assessing faculty perceptions of a pass/fail grading model in CS1.

Zarb, Mark; Brown, John N.A.; McDermott, Roger; McGowan, Jess; Young, Tiffany

Abstract

This Innovative Practice Full Paper outlines the findings of a survey conducted at the Robert Gordon University (Scotland, UK), focusing on feedback from faculty members and reflections subsequent to the introduction of a Pass/Fail grading system in the CS1 curriculum within the School of Computing, complementing previous work done focussing on the same implementation from the student perspective. This study aims to understand the impact of this grading model on teaching and assessment practices, student engagement, and motivation from the perspective of the module coordinators involved in the foundation year modules where this grading model was implemented. Analysis of the data indicates a generally positive reception of the Pass/Fail grading model among staff members. They reported streamlined marking processes and simplified grading grids as notable advantages. However, concerns were voiced regarding potential student demotivation and the ambiguity in determining the Pass/Fail threshold, which matched results from the student survey. Staff also encountered challenges in adapting assessment designs, particularly in shifting away from traditional grading paradigms. By shedding light on these observations, this paper contributes insights into the intricacies and consequences of integrating a Pass/Fail grading system into the early stages of an undergraduate computing curriculum. It not only underscores the need for careful consideration of pedagogical shifts but also provides valuable guidance for future implementation strategies. In summary, this research delves into the experiences and perspectives of staff members directly involved in implementing the Pass/Fail grading model. By addressing both the benefits and challenges encountered, it offers a comprehensive understanding of the implications of such a grading system within the context of undergraduate computing education. This, in turn, can inform decision-making processes and refine pedagogical approaches for enhanced faculty experience. Moving forward, exploring longitudinal effects of the Pass/Fail grading model on student retention rates could offer deeper insights into its efficacy in preparing students for future endeavors. Moreover, investigating potential variations in perceptions and outcomes across different academic settings and/or contexts could yield valuable comparative analyses.

Citation

ZARB, M., BROWN, J.N.A., MCDERMOTT, R., MCGOWAN, J. and YOUNG, T. 2024. Assessing faculty perceptions of a pass/fail grading model in CS1. In Proceedings of the 2024 IEEE (Institute of Electrical and Electronics Engineers) Frontiers in education conference (FIE 2024), 13-16 October 2024, Washington, DC, USA. Piscataway: IEEE [online], article number 10893076. Available from: https://doi.org/10.1109/fie61694.2024.10893076

• Presentation Conference Type: Conference Paper (published)
• Conference Name: 2024 IEEE (Institute of Electrical and Electronics Engineers) Frontiers in education conference (FIE 2024)
• Start Date: Oct 13, 2024
• End Date: Oct 16, 2024
• Acceptance Date: Sep 20, 2024
• Online Publication Date: Feb 26, 2025
• Publication Date: Dec 31, 2024
• Deposit Date: Feb 27, 2025
• Publicly Available Date: Feb 27, 2025
• Publisher: Institute of Electrical and Electronics Engineers (IEEE)
• Peer Reviewed: Peer Reviewed
• Article Number: 10893076
• Series ISSN: 2377-634X
• DOI: https://doi.org/10.1109/fie61694.2024.10893076
• Keywords: Assessment tools; Grades; Grading systems
• Public URL: https://rgu-repository.worktribe.com/output/2715666