Section 4 Generating Student Buy-In
While securing faculty buy-in is critical to beginning an implementation of SBG, securing buy-in from the students is critical to a successful implementation. Following the literature [14], much of the first meeting is spent not only explaining the system, but telling the students why we have chosen to implement SBG. It is important that the students understand that we make our decisions around course design for their benefit. We are transparent in our explanations to prevent an adversarial relationship that can sometimes form in courses that are perceived by students to be difficult. We are careful to emphasize that because SBG demands that students meet a high standard, the course will not be easy and so the relationship must be “us, together, against the course material.”
Building this classroom environment begins by setting clear goals for the students and a pathway to achieving those goals. It is crucial to effectively explain to students that demonstrating a particular level of mastery of the material in a SBG course is inherently different from accruing points for a letter grade in a WAG course. Carefully explaining to students that mastery of a standard requires complete and correct solutions to all of the problems on an assessment sets a clear goal of fully understanding the material in the order it is presented. Supporting this expectation of mastery with the idea that students will be provided multiple opportunities to demonstrate their understanding presents students with a pathway to success that is cyclic in nature: learn, assess, revise, and repeat.
The process of securing buy-in from students is typically incremental, especially in general education courses targeted to first-year students. We are mindful to routinely repeat goals, expectations, and details of SBG to ease the adjustment to an unfamiliar grading system. Leading up to assessments, we reiterate mastery goals and frequently provide anonymized graded work to help students effectively prepare and understand how their work will be graded. We emphasize the reassessment mechanism and available resources when returning graded work to encourage students to effectively identify and fill gaps in their understanding. In addition to setting norms for learning behavior, this process helps to foster a growth mindset in students by emphasizing that this cycle provides a learning environment in which failure is an opportunity to learn and grow.
Based on our experience, we offer the following suggestions for successfully gaining student buy-in for SBG:
- Be Transparent from the Start:
- Begin by explaining the purpose of SBG on the first day of class. Clearly communicate how it prioritizes mastery and long-term understanding over point accumulation. Frame the system as a tool for helping students succeed and grow.
- Define Mastery Clearly:
- Ensure students understand what constitutes mastery of a standard. Walk them through specific examples and emphasize the importance of complete and correct solutions to demonstrate their knowledge.
- Reinforce the Process Regularly:
- Reiterate the reassessment process throughout the term. Remind students that mistakes are not final but opportunities for growth, and highlight resources available to help them improve.
- Foster a Collaborative Mindset:
- Emphasize that SBG requires effort from both students and instructors. Use language that frames the course as a joint effort — “us against the material” — to create a team-oriented environment.
- Empathy to Address Concerns While Setting Clear Expectations:
- Reassure students that one bad test day won’t ruin their grade and emphasize that the grading system is designed to measure what they know by the end of the course. You might say something like, “My goal is to ensure you understand the material by the time the course ends. We all learn at different paces, and this system allows you opportunities to demonstrate mastery along the way.” This framing balances support with accountability, helping students see that their progress matters throughout the course.
- Use Examples and Success Stories:
- Share anonymized examples of mastered work and provide specific feedback to students to guide their improvement. When possible, highlight stories of past students who succeeded under the SBG system, reinforcing that it is achievable.
- Be Patient and Persistent:
- Recognize that adapting to SBG is a learning curve, especially for first-year students. Expect some resistance or confusion early on, and use it as an opportunity to model the growth mindset you’re encouraging in your students.
Following these steps will allow instructors to help students embrace SBG as a learning-centered approach to assessment. While the adjustment may take time, creating a supportive and transparent environment can pave the way for a smoother transition and more meaningful engagement with the material.
