SPECIFICATIONS GRADING IN AN INTRODUCTORY ENVIRONMENTAL SCIENCE COURSE

Student grades serve multiple purposes: they can describe student performance, provide extrinsic motivation for students, or inform students and instructors about how to improve. Traditional points-based grading systems, however, weakly support these goals.

Instead of grading based on points, grades can be assigned by specifying what a student must do to earn a given grade, and then assessing whether the student has met those criteria. Such grading systems have been adopted in parts of K-12 education, and to a smaller extent in mathematics, computer science, chemistry, and physics courses in higher education. To my knowledge, there have been no reports of specifications grading in post-secondary life science or geoscience courses. In Spring 2020, I implemented specifications grading in “Scientific Basis of Environmental Issues,” the first course in a two-semester Environmental Science sequence covering both physical science and life science topics. This presentation will describe my implementation of specifications grading and provide an overview of the motivation for adopting similar grading schemes.

My course assessed student learning on 26 “core” learning objectives and 64 “supporting” objectives. Supporting objectives were designed to facilitate learning of the more complex and higher-order core objectives. I assessed supporting objectives via approximately biweekly quizzes, and I mainly assessed core learning objectives using short answer questions on exams. In addition to exams, I also used two projects (the Lifestyle Project and a research-based infographic assignment about an environmental news item of the student’s choice) to assess core learning objectives.

Critically, mastery-type grading offers students multiple attempts to achieve the course criteria. Being able to attempt an exam item or assignment more than once ensures that students who have learned the material have ample opportunity to demonstrate their knowledge, even if they had not learned the material (or for other reasons could not demonstrate their knowledge) on their first attempt. Opportunities to understand their errors also offer students a chance to learn from instructor feedback and reflect on their own learning. Specifications grading can offer more clarity and more flexibility to students.