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Specifications (specs) grading systems use a “checklist” approach to assessing students that asks them to demonstrate a high level of proficiency in course content, often coupled with multiple attempts at revision. Students also must demonstrate mastery in some specs to earn high letter grades. There have been several reports in lower division college chemistry courses that use specs grading systems (e.g., general and organic chemistries), but there remains a dearth of accounts of specs grading systems in upper division courses. In this manuscript, we report on the use of specs grading systems at a primarily undergraduate women’s college in four upper division chemistry courses: biochemistry, inorganic chemistry, thermodynamics, and quantum mechanics. The conceptual framework for designing specs tailored to upper division chemistry courses and their use to assess student understanding of course content are shared along with student outcomes and feedback. The upper division students generally had a positive view of the specs grading system with students viewing themselves as working hard on assessments that were tough but fair. Finally, instructor comments are presented in an effort to highlight the perceived benefits and challenges of specs grading to future adopters.
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Implementation of Specifications Grading in an Upper-Division Chemical Biology Lecture Course
ABSTRACT Specifications grading is a student-centered assessment method that enables flexibility and opportunities for revision. Here, we describe the first known full implementation of specifications grading in an upper-division chemical biology course. Due to the rapid development of relevant knowledge in this discipline, the overarching goal of this class is to prepare students to interpret and communicate about current research. In the past, a conventional points-based assessment method made it challenging to ensure that satisfactory standards for student work were consistently met, particularly for comprehensive written assignments. Specifications grading was chosen because the core tenet requires students to demonstrate minimum learning objectives to achieve a passing grade and complete more content of increased cognitive complexity to achieve higher grades. This strict adherence to determining grades based on demonstrated skills is balanced by opportunities for revision or flexibility in assignment deadlines. These options are made manageable for the instructors through the use of a token economy with a limited number of tokens that students can choose to use when needed. Over the duration of the course, a validated survey on self-efficacy showed slight positive trends, student comprehension and demonstrated skills qualitatively improved, and final grade distributions were not negatively affected. Instructors noticed that discussions with students were more focused on course concepts and feedback, rather than grades, while overall grading time was reduced. Responses to university-administered student feedback surveys revealed some self-reported reduction in anxiety, as well as increased confidence in managing time and course material. Recommendations are provided on how to continue to improve the overall teaching and learning experience for both instructors and students.
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- Award ID(s):
- 2003837
- PAR ID:
- 10529678
- Publisher / Repository:
- Allen Press
- Date Published:
- Journal Name:
- The Biophysicist
- Volume:
- 4
- Issue:
- 1
- ISSN:
- 2578-6970
- Page Range / eLocation ID:
- 11 to 29
- Subject(s) / Keyword(s):
- chemical biology specifications grading upper-division undergraduate student-centered learning
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.35459/tbp.2022.000239
