Using mastery-based grading to facilitate learning

With a traditional approach to grading, a grade is assigned for a particular evaluation instrument (e.g., quiz, homework assignment, test, project, presentation.) In many cases, the material is reviewed following the grading and the student presumably learns from his or her mistakes. Despite the assumed improved knowledge, the student \´s grade still represents what he or she "knew" at the time of the evaluation. This paper describes a concept termed "mastery-based grading" that is intended to actively use the grading system to improve learning. In mastery-based grading, students may re-take examinations as often as they desire in an attempt to improve their grades-ideally, until they have mastered the material. The paper reports the results of the use of the method in two offerings of an undergraduate operations research course. The challenges and benefits of using this approach are discussed and suggestions offered for using the approach in other engineering courses.