Specifications Grading Structures Implemented in an Online Undergraduate Research Course

Concurrent Session 1

Session Materials

Brief Abstract

A specifications grading system was implemented in an online undergraduate research course. The presenter will share three different formats used and data on how students responded and performed under each specifications grading structure. Participants will receive handouts detailing the specifications grading structures used and templates to incorporate into their courses.

Presenters

Lead Presenter: Beverly Dabney, University of Michigan-Flint

Beverly Dabney is an Associate Professor of Nursing at the University of Michigan-Flint. Her academic degrees include an MSN from the University of Michigan in Nursing/Nursing Administration in 2008 and Ph.D. from the University of Michigan in 2013. Her primary teaching focus is in the online Registered Nurse (RN) to Bachelor of Science in nursing (BSN) program. Dr. Dabney uses creative and evidence-based high quality and high impact practices to educate her students. She consistently works to improve her courses and is highly responsive to the needs of students. Her student education research is used to inform changes in instruction and course design.

Extended Abstract

Educators and universities have used assessments to evaluate student learning since the establishment of formal education. Traditional methods of grading using a standard grading system such as A - F have left much to be desired in terms of enhancing education, encouraging student engagement, differences in the interpretation of grades, and establishing accountability for learning. Specifications grading is a fairly new concept first introduced by Linda B. Nelson that seeks to merge three forms of assessment to restore the rigor of classroom coursework, motivate students to take control of their learning, and save teachers time by simplifying the process of grading (Tsoi et al., 2019). The three forms of assessment Nelson suggest are mastery learning, repeated attempts, and student control of grades (Tsoi et al., 2019). Specifications grading provides meaningful student assessment by connecting grades to specific course outcomes.

Across academic programs, universities and professors, there exist variations in traditional point-based grading practices and the accompanied meaning of A through F letter-based grades (Norton et al., 2021). The variations in interpretations of standardized grades, coupled with common educator practices of curving grades and grade inflation, have led to significant difficulties in assessing the true quality of teaching and learning for universities, educators, and students alike (Tsoi et al., 2019). What is an A for one professor or university, could be a B or C elsewhere. Specifications grading is a proposed suggestion that has the potential to restore the rigor of academic grading systems, motivate students to take ownership of their learning, and save teaching faculty time in the grading process (Nilson, 2015). Unlike letter grades which leave room for interpretation, the research suggests that specifications grading enhances the learning environment, provides students with accountability and control over their grades and provides decisive measurements for the attainment of course learning outcomes in either a pass or fail format. Despite small scale implementation of specifications grading to date, the research suggests overall favorable perceptions of specifications grading from students and faculty alike.

A specifications grading system was implemented in an online undergraduate research course Winter 2022 semester and revised Spring 2022 and Summer 2022 semesters. The presenter will share the three different formats used and the data on how students responded and performed under each specifications grading structure. A mixed-methods design was used to gather data from the three student cohorts. We will examine the Mid-term and end-of-semester student responses to this new form of student assessment. The presenter will also illustrate how each specifications structure impacted instructor satisfaction with the grading method and time requirements. Based on the data, we will discuss the pros and cons of specifications grading and brainstorm how it can be used in your specific course and which structure might work best for you. Participants in this session will receive handouts detailing the specifications grading structures used and templates that can be incorporated into their own courses.

Navigating away from traditional grading practices may seem like a daunting experience for educators and students alike. However, when designed and implemented correctly, specifications grading will directly measure the quality of student achievement of learning outcomes. This is largely because specifications grading course models are built on various evaluation strategies and transparent grading practices. Participants will leave this session with a clearer understanding of specifications grading and practical tools that can be used to implement specifications grading in their courses.