Students’ Perceptions of Specifications Grading
I recommend this article to anyone interested in implementing alternative grading schemes (i.e., anyone who found their way to this collection!). Understanding students’ views, including their reactions to specific features of specs grading (such as revision, single-level rubrics, tokens, grade bundles, etc.) will help you become more confident in your instructional choices and adept in communicating them to your students.
Specifications grading has become increasingly popular, yet little is known about students' perceptions of and experiences with it. We examined students’ predicted and actual experiences of specifications grading in courses across several disciplines at a research-intensive, public university in the United States. Particular attention was paid to how students perceive specifications grading to influence their motivations to learn. Most students expressed positive attitudes toward specifications grading both before and after experiencing it. Qualitative responses indicate that facets of motivation, including choice, value, and expectations of success, were important factors shaping students’ perceptions. Based on these findings, we conclude with recommendations for practice for instructors who are interested in implementing specifications grading.