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Abstract Alternative grading strategies are increasingly popular in higher education, but research into the outcomes of these strategies is limited. This scoping review aims to provide an overview of the relevant research regarding alternative grading strategies in undergraduate STEM and identify gaps in the literature to inform future research. This scoping review was done using the stages as described by Arksey and O’Malley (Int J Soc Res Methodol 8(1):19–32, 2005). The results of this review indicate there is a lack of consensus on the theoretical foundation for the benefits of alternative grading and, therefore, limited validated tools being used to capture these benefits. Additionally, we find that research into alternative grading methods tends to occur in both disciplinary and practice-based silos.

Alternative grading strategies are increasingly popular in higher education, but research into the outcomes of these strategies is limited. This scoping review aims to provide an overview of the relevant research regarding alternative grading strategies in undergraduate STEM and identify gaps in the literature to inform future research. This scoping review was done using the stages as described by Arksey and O'Malley (Int J Soc Res Methodol 8(1):19–32, 2005). The results of this review indicate there is a lack of consensus on the theoretical foundation for the benefits of alternative grading and, therefore, limited validated tools being used to capture these benefits. Additionally, we find that research into alternative grading methods tends to occur in both disciplinary and practice-based silos. [ABSTRACT FROM AUTHOR]