Balancing Rigor, Equity and Pedagogy: The Role of Specifications Grading in Higher Education Assessment

Abstract

This paper examines the impact of Specifications Grading (Specs) compared to Traditional Grading in a General Chemistry II course. Specifications Grading focuses on student competency, aiming to promote deeper learning, academic rigor, and equity through clear and standardized criteria. In this study, students were assessed using tasks aligned with Student Learning Objectives (SLOs) and were provided multiple opportunities to demonstrate mastery. The study found a significant increase in the percentage of students passing under the Specifications Grading system compared to Traditional Grading, with the passing rate increasing from 21% under traditional methods to 56% under Specs. This shift highlights the potential of Specifications Grading to improve student success and mastery of course material. Additionally, a student survey conducted at the end of the course revealed positive feedback toward the Specifications Grading system. Students reported that they found the system to be more transparent and equitable than traditional grading methods. Many expressed that the clear expectations and multiple chances for improvement made them feel more in control of their learning experience, contributing to greater engagement and reduced anxiety. The study concludes that Specifications Grading is an effective and pedagogically sound approach that fosters fairness, promotes mastery, and supports better student outcomes. These insights offer valuable guidance for educators looking to refine their assessment strategies.