Investigating Faculty Rationale for Determining Grades in Math and Physics

A course grade is typically composed of multiple graded categories chosen by faculty. The multidimensional nature of grading thus leads to variations in systems for grading and assessment. This study uses one-on-one interviews with math and physics faculty to assess how and why they select systems for their courses. Semi-structured interviews were conducted to present math and physics faculty with questions regarding enrollment size, length of implementation, and processes for providing feedback to students. Preliminary findings indicated two central student learning goals and the emergence of four dominant motivations: (a) grades reflect learning, (b) assumed maturity, (c) clear feedback, and (d) ease of grading. This study found that faculty across the disciplines of math and physics use similar rationale when selecting systems. We hope by identifying common motivations among faculty, we can provide insight into the current landscape of collegiate teaching and improve strategies for implementing alternative grading practices.