BALANCING RIGOR, EQUITY, AND PEDAGOGY: THE ROLE OF SPECIFICATIONS GRADING IN HIGHER EDUCATION ...

BALANCING RIGOR, EQUITY, AND PEDAGOGY: THE ROLE OF SPECIFICATIONS GRADING IN HIGHER EDUCATION ASSESSMENT
Smita Jadhav, University of Cincinnati, Blue Ash College, United States of America
(Presented at the International Conference on Social and Education Sciences (IConSES), which took place on October 17-20, 2024 in Chicago, USA. (www.istes.org/..., and at the nternational Conference on Engineering, Science and Technology (IConEST) (www.istes.org/...) organized by the International Society for Technology, Education and Science (ISTES) www.istes.org).
This study investigates how students perform and engage in a General Chemistry II course when using Specifications Grading (Specs) versus Traditional Grading systems. It has been proposed that specifications grading, which places more emphasis on student competency than on point accumulation, can help to advance academic rigor, deep learning, and equity by ensuring all students meet clear, standardized criteria. Using Quests that were in line with Student Learning Objectives (SLOs), the study was carried out in the Spring of 2024 to provide a balanced comparison between Specs and non-Specs grading. Students were given multiple attempts to complete Quests, with varied versions to ensure academic integrity. Data was collected on student performance trajectories throughout the semester, with a final exam integrating both grading systems. A paired t-test showed significant differences in exam scores, with students performing better under Specs (M = 35.94, SD = 7.51) than under traditional grading (M = 26.71, SD = 8.48), t (33) = 7.34, p .001, d = 1.26. Additionally, 56% students passed (C- or better) using Specs, compared to only 21% under traditional grading. This research contributes to the growing body of evidence supporting Specs Grading as a more effective, equitable, and pedagogically sound alternative to traditional grading. By offering all students clear, specific expectations and multiple opportunities to improve, this pedagogical approach fosters fairness, deeper engagement, better mastery of material, and improved performance. These findings offer valuable insights for educators seeking to enhance teaching practices and student outcomes.