<p>Recognizing the need for assessment methods that enhance student learning, this research examines the impact of a criterion-based grading system compared to traditional grading in a graduate-level, online asynchronous applied behavior analysis (ABA) course. Using a mixed-factorial design, the study evaluated student performance based on clearly defined competencies for each assignment. Students who did not meet the mastery criterion participated in one-on-one, synchronous corrective meetings, during which professors used structured instructional strategies to address unmastered competencies. Findings indicated that students in the criterion-based grading group demonstrated higher assignment scores and improved performance over time, whereas scores declined in the traditional grading group. Additionally, a satisfaction survey revealed that students assigned high ratings to the structured feedback process, and professors reported increased grading reliability. These results suggest that criterion-based grading and structured corrective feedback enhance student learning and satisfaction in online ABA education. Future research should further investigate the long-term impact of criterion-based grading on student achievement and engagement across diverse learning contexts.</p>