Formal Report Outline

Formal Report Outline – Determining the Feasibility of Transitioning Biology Lab Courses to an Ungraded Approach at UBC

I. INTRODUCTION

A. Definition of traditional grading approach and the ungraded approach

B. Background on why the traditional grading approach is prevalent in education

C. Overview of current issues with the traditional grading approach

D. Purpose of this report

E. Brief description of data sources

F. Scope of this inquiry

II. DATA SECTION

A. Biology lab instructor opinions on the ungraded approach

1. Transitioning from a graded approach to an ungraded approach
2. Amount of work for instructors using a graded approach vs upgraded approach
3. Applicability of the ungraded approach for all biology lab courses
4. Impact of ungraded approach on student learning
5. Instructor preferences

B. Biology lab student opinions on the ungraded approach

1. Student overall experiences
2. Impact on learning
3. Student preferences

C. Summary of secondary research

1. Benefits and disadvantages of the graded approach
2. Benefits and disadvantages of the ungraded approach

III. CONCLUSION

A. Summary and overall interpretation of findings

B. Recommendations