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MKTG 101 | Principles of Marketing

Reflection on Instructional Change:

The ACUE Practice I focused on was Developing Fair, Consistent, and Transparent Grading Practices and the use of a point system for grading. I chose these practices to ensure my grading practices are clear and understandable to students, both in terms of understanding why they received a grade on a particular assignment and how they are doing at any given point in the course overall. Specific examples of implemented items include a 500 point grading system with 500 points total in the class. Each assignment is allocated a specified number of points and has an associated grading rubric that lays out the points awarded for each criterion used to assess that assignment.

Using this system reduces confusion among students about how grades are determined at the individual assignment and overall course level. One the first day of class, students get a clear understanding of the point breakdown and from that point on know exactly where they stand at all times (no surprises). Students appreciate that they can easily monitor their performance in the class. Also, students like that the system allows them to easily calculate potential “what if” scenarios.

The Implementation Resources provided in the ACUE Module on Developing Fair, Consistent, and Transparent Grading Practices was most helpful because it provided clear, concrete examples of three different grading models. Additionally, this component of the module laid out best practices to guide my adoption of the points system grading model I chose to implement.

The Observe and Analyze session was beneficial because it provided an opportunity for me to receive feedback from peers on my grading practices with suggestions on how to refine my course grading system even further.

**Evidence of Instructional Change**
Table illustrating the points system with 500 points total and specific point allocations for each assignment	Individual assignment grading rubric which specifies total point value for the assignment as well as individual points awarded for each assessment criterion.	Description of Course Learning Outcomes Related to Workplace Skills

Changes in Course Syllabus and Schedules:

Link to Updated Course Syllabus and Schedules

**Faculty Bio**
	Jesse Catlin is a Professor of Marketing in the College of Business at Sacramento State. He holds a Ph.D. in Management (emphasis in Marketing) from UC Irvine as well as BA and MA degrees in Economics from Sacramento State. He teaches undergraduate and graduate courses in marketing and consumer behavior and is the DEGREES Project Faculty Advisor in the College of Business.

**Program Sponsors**
	This work was supported by: National Science Foundation Hispanic Serving Institution Project STEM Zone DUE 1832335 US Department of Education Hispanic Serving Institution Project Degree with a Purpose P031S210061 US Department of Education Hispanic Serving Institution Project STEM4Equity P031C210012 *Any opinions, findings, conclusions, or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or the US Department of Education.