Students reach beyond expectations with cafeteria style grading

Abstract

Purpose – The purpose of this paper is to show that cafeteria style grading actually provides a course structure which encourages students to go beyond expectations. Design/methodology/approach – Three instructors offered a total of 13 sections of a general education science class called “Fundamentals of Technology” from January 2012 to December 2013 using a cafeteria-style grading method. This means students get to choose to do those assignments, quizzes or tests that appeal to their own learning interests or styles and do not need to complete all the assignments to get an A grade. Rather, they complete those assignments desired in order to earn the applicable points. This paper researches the combined results of over 400 students to assess the success of cafeteria style grading. Findings – These instructors found that half the students overall obtain an A grade and 9 percent of all students actually go above and beyond the requirements of an A grade by at least 5 percent. Actually, about 4 percent of students complete more than is required by an additional 10 percent or more. Originality/value – Cafeteria style grading is a little researched methodology for student assessment. The research shows that cafeteria style grading actually provides a course structure which encourages students to go beyond expectations.