Abstract
At last year’s CETL Symposium, I introduced a new grading approach I piloted in Spring 2024: specifications grading. This method, like contract grading and mastery-based grading, evaluates individual assessments on a pass/fail basis rather than assigning grades or percentages. A student’s final course grade is determined by demonstrating competency across a specified number of assessments.
This approach emphasizes mastery of core competencies, with feedback focused on improvement rather than justifying a grade. Students are encouraged to resubmit failed assessments, emphasizing learning and growth rather than punishing students for mistakes made during the learning process. Benefits of specifications grading include fostering deeper learning, reducing student anxiety, and maintaining academic rigor by requiring proficiency on essential criteria. Additionally, it discourages cheating, saves instructor time, and makes grading and feedback more constructive and supportive.
However, challenges arose during implementation, particularly the risk of a student failing due to minor lapses on specific criteria despite strong performance overall. For example, some students excelled in their teaching demonstrations but failed to meet strict time limits, a significant issue given the difficulty of redoing a 20-minute in-class demo.
In my Spring 2025 lightning presentation, I will share the modifications I am making to address these challenges and refine the system for the upcoming semester. As a whole, I aim to raise awareness about this innovative grading approach, explore its potential to address common grading frustrations, and engage the audience in a discussion about their own struggles with assessment. Together, we will consider how specifications grading might provide a pathway toward more equitable and effective evaluation practices.