The Impact of the Challenge Grading System on Success Rates and Persistence in Calculus II and III

2026/07/28 by Sandi Xhumari, Helen Burn
Psychology · Mathematics · Social Sciences · #Education, Achievement, and Giftedness #Mathematics and Applications #Student Assessment and Feedback

paper · pdf · doi:10.1080/10511970.2026.2694053

Abstract

This study explains in detail the challenge grading system (CGS) and examines its impact on success rates and persistence in asynchronously taught, Calculus II and III at Bellevue College, a four-year institution that is associate-degree focused. This study addresses a gap in the literature on alternative grading, examining student success rates and persistence in the CGS in Calculus II and III, incorporating an analysis of key demographic factors. Data from 369 students across 14 classes revealed no demographic disparities in success rates except among students with lower prerequisite course grades. Overall, students showed persistence, aligning with achievement goal theory. Findings suggest that CGS may provide a supportive framework for learning and highlight the need for strategies tailored to better assist less-prepared students.

Citations

• A 2 × 2 achievement goal framework.
• Self-Reflective Grading: Getting Students to Learn from their Mistakes
• Mastery-Based Testing in Undergraduate Mathematics Courses
• Applying a Standards-Based Grading Framework Across Lower Level Mathematics Courses
• Mastering Your Sales Pitch: Selling Mastery Grading to Your Students and Yourself
• Introduction to the Special Issue on Implementing Mastery Grading in the Undergraduate Mathematics Classroom
• Two Examples of Ungrading in Higher Education in the United States and Germany

Related

• Factors Affecting Achievement in the First Course in Calculus
• Applying a Standards-Based Grading Framework Across Lower Level Mathematics Courses
• Implementing Competency-Based Grading Improves the Performance of Women and First Generation Students in Introductory Physics
• Self-Reflective Grading: Getting Students to Learn from their Mistakes
• Making the (Letter) Grade: The Incentive Effects of Mandatory Pass/Fail Courses