Specifications Grading

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Specifications Grading

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Instead of using points to assess student work, the work is graded on a two-level rubric --- that is, some variation on Pass/Fail or Satisfactory/Unsatisfactory. Instructors craft a set of specifications or "specs" for assignments that define what Satisfactory work looks like. When work is submitted, the instructor simply categorizes it as Satisfactory or Unsatisfactory depending on whether it meets the specs or doesn't. Instructors also give detailed feedback and opportunity to revise. 

  1. Determine your objectives- what do your students need to know/be able to do? These should include the objectives from your course outline, but could also include additional objectives you set.
  2. Match each piece of coursework to the objectives it assesses.
  3. Bundle coursework into packages representing A level work, B level work, etc. Students choose which assignments to complete and at what quality, ultimately choosing their own grade in the course.
  4. Create detailed specifications for each assignment and a rubric for assessing whether each specification is met.
  5. Grade each submission as satisfactory or unsatisfactory and give detailed feedback. Allow students to revise toward a satisfactory grade.
  6. Can be done for one assignment or all of a class. In other words, can be implemented in a course incrementally over time. 

Why consider specifications grading: 

  • Empowers students
  • Increases student motivation and work quality
  • Accurately assesses mastery of outcomes in ways standard grading does not
  • Can ultimately save faculty time by removing the ā€œgray areasā€ from grading

Specifications Grading is a prime example of . Bundles of assignments promote greater student control to develop a sense of ownership for their learning. Research supportive of embedding student choice and autonomy into curricula can be found on the

Examples

  • by Dr. Rebecca Kelly
  • by Dr. Carrie Schroeder
  • by Dr. Erin Rizzie

Research

  • Katzman, S.D., Hurst-Kennedy, J., Barrera, A., Talley, J., Javazon, E., Diaz, M., & Anzovino, M.E. (2021). The effect of specifications grading on studentsā€™ learning and attitudes in an undergraduate-level cell biology course. Journal of  Microbiology and Biology Education, 22(3).
  • Nilson, Linda B. (2015). . Routledge.  

Videos

  • Danielle Rosvally, 02:38
  • , USC Center for Teaching Excellence, 44:42