Organic Chemistry Core Competencies: Helping Students Engage Using Specifications

Specifications Grading Is an Effective Approach to Teaching Biochemistry

“…4 , where the average attitude toward this approach was >4 (on a 5-point scale). A similar outcome of an overall positive perception toward specification grading has been reported for introductory to advanced courses ( 6 , 14 , 22 , 23 ). Although this attitude waned over time, the final attitudes toward specs grading remained positive.…”

A Bridge to Specifications Grading in Second Semester General Chemistry

“…This high standard is coupled with allowing students the ability to demonstrate mastery with multiple attempts at passing a quiz covering the same material. This is in contrast with traditional points-based systems where grades are mostly determined by summative, single attempt, high stakes exams that increase student stress levels, decrease equity, and deemphasize mastery of material in favor of assignment completion. , Mastery learning based pedagogy with formative assessments has been shown to improve the performance of students and increase learning outcomes. , Specs grading has been implemented in general, − organic, − organic laboratory, and analytical courses in chemistry, along with numerous other STEM classes, − with encouraging results reported by instructors …”

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

“…See the Supporting Information for examples from non-STEM disciplines. Examples of specifications grading systems in STEM courses in peer-reviewed journals and conference papers come from engineering, − computer science, − mathematics, − biological sciences, ,− physics, , and chemistry. ,,− In the chemistry discipline, our pilot study is the only publication that specifically describes implementing specifications grading in a standalone laboratory course . To date, most published implementations of specifications grading represent small courses with enrollments of 100 or fewer students, and no examples exist of specifications grading used in courses with enrollments of greater than 1,000 students.…”