Developing and Implementing a Specifications Grading System in an Organic Chemistry Laboratory Course

Abstract

Large, multi-section laboratory courses are particularly challenging when managing grading with as many as 35 teaching assistants (TAs). Traditional grading systems using point-based rubrics lead to significant variations in how individual TAs grade, which necessitates the use of curving across laboratory sections. Final grade uncertainty perpetuates student anxieties and disincentivizes a collaborative learning environment, so we adopted an alternative grading system, called specifications grading. In this system each student knows exactly what level of proficiency they must demonstrate to earn their desired course grade. Higher grades require demonstrating mastery of skills and content at defined higher levels. Each students' grade is solely dependent on the work they produce rather than the performance of other students. We piloted specifications grading in the smaller, third quarter course of the lower division organic chemistry laboratory series held during a summer term. Open-ended questions were chosen to gather student and TA perceptions of the new grading system. TAs felt that the new grading system reduced the weekly grading time because it was less ambiguous. Responses from students about the nature of the grading system were mixed. Their perceptions indicate that initial buy-in and multiple reminders about the bigger picture of the grading system will be essential to the success of this grading system on a larger scale. File list (2) download file view on ChemRxiv CHEMRXIV_REVISED2-Developing and Implementing a ... (1.17 MiB) download file view on ChemRxiv Supporting Information.pdf (441.79 KiB)

The Effect of Specifications Grading on Students’ Learning and Attitudes in an Undergraduate-Level Cell Biology Course

“…3 ), which suggests that the use of specifications grading in the course promotes student understanding and retention of course material. Studies comparing content gains in traditional and specifications grading in STEM courses reported similar trends ( 27 , 28 ), with specifications grading students making more considerable gains than their traditionally graded counterparts. The reasons for these increased gains may be attributed to students spending more time studying and practicing challenging concepts, making it easier for them to recall and apply information during assessments ( 29 ).…”

“…Based on these findings, instructors are confident that implementing this grading strategy has resulted in positive gains for students taking Cell Biology. This grading strategy has been successfully implemented in various forms at GGC ( 17 ) and other institutions ( 27 , 28 , 32 , 33 ). It could be used as a template for other biology courses at GGC and institutions across the country to promote student understanding and enthusiasm for a variety of classes.…”

Generalized rubric for level of explanation sophistication for nucleophiles in organic chemistry reaction mechanisms

“…This objective to assess students can be practically used in, but not limited to, competency-based grading (see Voorhees, 2001) and specifications grading approaches (see Nilson, 2015). In these grading systems, the instructor defines a passing or proficiency threshold on an assessment, for example, reaching a certain level in a rubric for understanding of nucleophiles in a reaction mechanism, and the token system in specifications grading provides students with options to improve and resubmit work that does not meet satisfactory criteria (see Nilson, 2015;Howitz et al, 2021). Specifications grading has been used in various disciplines, including lecture-based chemistry courses (e.g., Diegelman-Parente, 2011;Boesdorfer et al, 2018;Martin, 2019), and therefore, rubrics provide a means to assess such learning in a variety of classroom contexts.…”

Inter-Twine-d: Combining Organic Chemistry Laboratory and Choose-Your-Own-Adventure Games

“…Of the 1441 students enrolled in the course, 751 students completed the CYOA activity (52%) and 870 students (60% response rate) responded to the survey asking about their experiences using Twine activities. The 52% activity completion rate stems from the specifications grading structure used in the course . Under this grading system, students know exactly how many and what types of assignments they must complete successfully to earn their desired letter grade in the course.…”

“…Students in the course using the Twine CYOA activity submitted the corresponding postlab assignment (24.3%) and earned credit for the postlab assignment (58.3%) at lower rates than the last cohort of students who completed the in-person equivalent experiment (61.9% submitted, 82.0% earned credit, Table ). Both the remote course and the last prepandemic in-person course used a specifications grading system in which students must earn credit for a set threshold of rubric items to earn credit for the postlab assignment . No partial credit was awarded on assignments.…”