Metadata
Authors: M. Tsoi, M. Anzovino, A. Erickson, E. Forringer, Emily Henary, Angela Lively, M. Morton, Karen L. Perell-Gerson, Stan Perrine, Omar Villanueva, MaryGeorge Whitney, C. M. Woodbridge ∙ Year: 2019 ∙ DOI: ∙ URL: https://www.semanticscholar.org/paper/Variations-in-Implementation-of-Specifications-in-Tsoi-Anzovino/04575138d20e41f0b04a8e78dec70bcbae6dcd3d
Abstract
Specifications grading is an assessment strategy based on mastery learning, clear learning objectives, and frequent evaluations and feedback. T welve instructors at a southeastern four-year public college implemented the specifications grading method across eight discrete courses in four STEM areas. In this modified assessment strategy, the students controlled their grades through multiple attempts, with limitations, on assessments of course objectives. The instructors designed and executed specifications grading in unique ways that aligned with their content areas, teaching beliefs, and individual teaching styles. Preliminary observations suggest that, regardless of subject area, specifications grading can be used as an alternative to traditional assessment methodologies in STEM courses, regardless of the content area. In general, three major variations of implementation arose from this initial trial. Major differences and commonalities among these types are discussed as they relate to the course subject area in which they are used. The results of this work add a unique set of assessment practices to the current body of knowledge in that other practitioners may gain insight on variations of the specifications grading method that may be practical and applicable in their own classrooms.
Selected Highlights
“When large amounts of material are assessed at one time, it is difficult to ascertain whether students have mastered the learning outcomes for the course. The infamous cramming of material is a common result of these high-stakes tests, and studies have shown that retention and transfer of content knowledge can be adversely affected by these study strategies” (Tsoi et al., 2019, p. 5)
“If a student determines inaccurately what is going to be assessed, then it is possible that the student will earn a bad grade—not because the student had a poor comprehension of the material, but because the assessment did not accurately measure the student’s mastery of the material that was actually learned.” (Tsoi et al., 2019, p. 5)
“The intent was to eliminate the extraneous information and skills that were not fundamentally critical to a student’s success in the course. This task was difficult, as it forced instructors to let go of favorite topics and be honest about what were the fundamental milestones that are considered the hallmarks of success in chemistry.” (Tsoi et al., 2019, p. 9)