Honors Theses
Date of Award
Spring 5-10-2025
Document Type
Undergraduate Thesis
Department
Mechanical Engineering
First Advisor
Nathan Murray
Second Advisor
Glenn Walker
Third Advisor
Joshua Eyler
Relational Format
Dissertation/Thesis
Abstract
Pre-existing assessment methods in engineering lack the ability to ensure student mastery of material, simulate real world situations, and often have ambiguity in the valuation of grades. The goal of this study is to eliminate or reduce those shortcomings by evaluating the effectiveness of a modified no-partial-credit assessment method, the Murray Grading Method. Historical data alongside an introductory statics course cohort provided data for how the Murray Grading Method impacted student grades, course opinion, self-efficacy, and study methods. The Murray Grading Method demonstrated little to no changes in course grade averages while significantly improving the lowest grades, thus increasing the self-efficacy of students who may otherwise have dropped the course. The Murray Grading Method also improved faculty grading efficiency, removed partial credit point subjectivity, provided easy tracking for accreditation purposes, and enhanced consistent grading across faculty and semesters.
Recommended Citation
Handford, Stephanie E., "Murray Grading Method: Impacts On Student Self-Efficacy" (2025). Honors Theses. 3223.
https://egrove.olemiss.edu/hon_thesis/3223