Deficiencies of Traditional Grading Systems and Recommendations for the Future

Cain, Jeff; Medina, Melissa S.; Romanelli, Frank; Persky, Adam M.

doi:10.5688/ajpe8850

Cited by 37 publications

(15 citation statements)

References 47 publications

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“…The habituation of students to points-based systems in which students are extrinsically motivated to argue for partial credit points rather than to revise work to earn credit is likely a major contributing reason for some of their observed resistance to specifications grading. It has been well-documented that the extrinsic motivation of getting a desired grade “crowds out” the benefits of a student’s intrinsic motivation to learn. − In traditional points-based grading systems this extrinsic motivation leads to gamesmanship where students focus more on the accumulation of points rather than the learning process . Because specifications grading requires students to complete specific bundles of assignments at instructor-defined passing thresholds rather than to earn a select number of points across all assignments in the course, a primary source of students’ extrinsic motivation has been modified.…”

Section: Large Course Implementation Outcomesmentioning

confidence: 99%

“…72−75 In traditional points-based grading systems this extrinsic motivation leads to gamesmanship where students focus more on the accumulation of points rather than the learning process. 76 Because specifications grading requires students to complete specific bundles of assignments at instructor-defined passing thresholds rather than to earn a select number of points across all assignments in the course, a primary source of students' extrinsic motivation has been modified. Other faculty who have adopted specifications grading in STEM courses have reported similar student resistance associated with their lack of familiarity with the grading system.…”

Section: Habituation To Points-based Grading and Resistance To Specif...mentioning

confidence: 99%

See 1 more Smart Citation

Specifications Grading at Scale: Improved Letter Grades and Grading-Related Interactions in a Course with over 1,000 Students

McKnelly,

Howitz,

Thane

et al. 2023

J. Chem. Educ.

View full text Add to dashboard Cite

Section: Large Course Implementation Outcomesmentioning

confidence: 99%

Section: Habituation To Points-based Grading and Resistance To Specif...mentioning

confidence: 99%

Specifications Grading at Scale: Improved Letter Grades and Grading-Related Interactions in a Course with over 1,000 Students

McKnelly,

Howitz,

Thane

et al. 2023

J. Chem. Educ.

View full text Add to dashboard Cite

“…[69][70][71][72] In traditional points-based grading systems this extrinsic motivation leads to gamesmanship where students focus more on the accumulation of points rather than the learning process. 73 Because specifications grading requires students to complete specific bundles of assignments at instructor-defined passing thresholds rather than to earn a select number of points across all assignments in the course, a primary source of students' extrinsic motivation has been modified. Other faculty who have adopted specifications grading in STEM courses have reported similar student resistance associated with their lack of familiarity with the grading system.…”

Section: Large Course Implementation Reflections and Conclusionmentioning

confidence: 99%

Specifications Grading at Scale: Improved Letter Grades and Grading-Related Interactions in a Course with over 1,000 Students

McKnelly

Howitz

Thane

et al. 2023

Preprint

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In our previous work we piloted a specifications grading system in an organic chemistry laboratory course with 37 students. Our current work describes the scale up of that specifications grading system to a course with over 1,000 students. Strategies used for keeping the system manageable and mitigating the time commitment required to do so are described. We found that the time necessary to grade student work and manage the specifications grading implementation of the course was not any greater than for the previous, points-based course, that grade-related interactions were more positive, and that student letter grades increased. Despite the increase in final letter grades, we encountered some resistance to the grading system from students and graduate teaching assistants. Here, we explore their concerns and address the difficulty of alternative grading methods in overcoming habituation to traditional points-based grading systems. Future work is needed to evaluate student and graduate teaching assistant buy-in, to assess potential improvement in student work, and to address questions regarding equity in specifications grading systems.

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“…[78][79][80][81] In traditional points-based grading systems this extrinsic motivation leads to gamesmanship where students focus more on the accumulation of points rather than the learning process. 82 Because specifications grading requires students to complete specific bundles of assignments at instructor-defined passing thresholds rather than to earn a select number of points across all assignments in the course, a primary source of students' extrinsic motivation has been modified. Other faculty who have adopted specifications grading have reported similar student resistance associated with their lack of familiarity with the grading system.…”

Section: Large Course Implementation Reflections and Conclusionmentioning

confidence: 99%

Specifications Grading at Scale: Improved Letter Grades and Grading-Related Interactions in a Course with over 1,000 Students

McKnelly

Howitz

Thane

et al. 2022

Preprint

View full text Add to dashboard Cite

In our previous work we piloted a specifications grading system in an organic chemistry laboratory course with 37 students. Our current work describes the scale up of that specifications grading system to a course with over 1,000 students. Strategies used for keeping the system manageable and mitigating the time commitment required to do so are described. We found that the time necessary to grade student work and manage the specifications grading implementation of the course was not any greater than for the previous, points-based course, that grade-related interactions were more positive, and that student letter grades increased. Despite the increase in final letter grades, we encountered some resistance to the grading system from students and graduate teaching assistants. Here, we explore their concerns and address the difficulty of alternative grading methods in overcoming habituation to traditional points-based grading systems. Future work is needed to evaluate student and GTA buy-in, to assess potential improvement in student work, and to address questions regarding equity in specifications grading systems.

show abstract

Deficiencies of Traditional Grading Systems and Recommendations for the Future

Cited by 37 publications

References 47 publications

Specifications Grading at Scale: Improved Letter Grades and Grading-Related Interactions in a Course with over 1,000 Students

Specifications Grading at Scale: Improved Letter Grades and Grading-Related Interactions in a Course with over 1,000 Students

Specifications Grading at Scale: Improved Letter Grades and Grading-Related Interactions in a Course with over 1,000 Students

Specifications Grading at Scale: Improved Letter Grades and Grading-Related Interactions in a Course with over 1,000 Students

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