Standards-Based Grading Six Years Later

Summary

Freeman revisits a coordinated calculus course of 250–450 students and the compromises required to sustain it.

She abandoned oral exams when inexperienced instructors struggled with consistency, and replaced take-home work with peer review and in-class group quizzes.

Tutor-signature requirements overwhelmed support capacity. Simplification helped workload, but unsuccessful outcomes remained an unresolved problem.

The course coordinator’s longitudinal account provides no reliable cheating rate.