Implementation of specifications grading in an upper-division chemical biology course.

Abstract

This work represents the first known full implementation of specifications grading to an upper-division chemical biology course. Due to the comparatively fast-paced developments in relevant knowledge in this discipline, the overarching goal of this course design was to prepare students to interpret and communicate about current research. In the past, a conventional points-based assessment method was inadequate to ensure satisfactory standards were consistently met on the comprehensive written assignments intended to prepare students to translate knowledge to meet real-world expectations in future careers. Specifications grading was chosen because the core tenet requires students to demonstrate learning objectives, with no exceptions, to achieve a passing grade and adequately complete more content of increased cognitive complexity to achieve a higher grade. This strict adherence to demonstrated skills is balanced, however, through opportunities for rework or flexibility in assignment deadlines are also provided through the use of tokens, enabling students to incorporate feedback and revisit challenging concepts in a productive way. Implementation strategies such as rubric criteria, overall grade determination matrix, and token opportunities will be presented in detail. Student comprehension and demonstrated skills qualitatively improved, final grade distributions were not negatively affected, and evaluation of the results of a verified survey on growth mindset and self-efficacy over the duration of the course showed slight positive trends. Instructors noticed that discussions with students were more focused on course concepts and feedback while overall grading time was reduced. University-administered student feedback revealed some reduction in anxiety as well as increased confidence in managing time and course material. Recommendations provided on how to continue to improve the overall teaching and learning experience for both instructors and students in future iterations will support specifications grading being broadly achievable in other biophysical classroom settings.