Implementing specifications grading in MPA courses: A potential strategy for better work-life balance

Jones, Peter A.

doi:10.1080/15236803.2020.1773713

Cited by 5 publications

(8 citation statements)

References 61 publications

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“…Two primary problems with traditional grading are the variability of point allocation and inconsistent scoring between instructors. 5 Specifically, the allocation of partial points is a largely subjective task plagued with threats to reliability within and between instructors. 3 Moreover, using a points-based grading system encourages students to focus on the points they receive as an extrinsic motivator rather than their learning and content mastery.…”

Section: Traditional Gradingmentioning

confidence: 99%

“…While educators may be dissatisfied with the traditional grading system, it has remained in place for generations 1. Grading in this system is often time-consuming, riddled with challenges, and considered an unpleasant part of the education process 5. Instructors may, however, feel limited in the types of authentic evaluations they can elect, with less time-consuming assessments (eg, electronically scored test questions) deemed necessary 3…”

Section: Introductionmentioning

confidence: 99%

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Implementing a Specifications Grading System in a Nursing Course

Dabney

VanDerWoude

2023

Nurse Educ

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Background: Nurse educators are charged with the challenging task of evaluating student learning and abilities effectively using traditional student assessment methods, which come with several inherent shortcomings. New guidelines for nurse educators now present a more competency-based approach to nursing education that calls for objective-driven assessments. Problem: Traditional grading practices lack the ability to connect student learning to their final course grades. However, specifications grading, which directly links grades to learning objectives, has not been not adequately explored in the nursing literature. Approach: A specifications grading system was designed and implemented in an online undergraduate nursing research course. Student and faculty feedback on the system were reviewed. Conclusions: Overall, students and faculty approved of the specifications grading system. Recommendations are presented for adopting specifications grading in nursing courses. Research is needed to explore student perceptions of the grading system and its effects on student learning and performance.

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Section: Traditional Gradingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Implementing a Specifications Grading System in a Nursing Course

Dabney

VanDerWoude

2023

Nurse Educ

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“…Specifications grading evolved from three previous grading systems, mastery learning, competency-based grading, and contract grading, and has been adopted in a variety of college-level courses. − Mastery learning approaches, such as Bloom’s Learning for Mastery and Fred Keller’s Personalized System of Instruction, require that students meet an instructor’s established performance standards on one course topic before advancing to subsequent topics. , These approaches advocate for variation in teaching methods and flexibility in time allotted for students to complete course topics to better meet students’ individual learning needs. While mastery learning approaches are effective, the challenges of providing individualized instructional strategies and having sufficient time to ensure all students achieve the same level of learning make the mastery learning approach daunting for instructors to implement …”

Section: Introductionmentioning

confidence: 99%

Developing and Implementing a Specifications Grading System in an Organic Chemistry Laboratory Course

2020

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Large, multi-section laboratory courses are particularly challenging when managing grading with as many as 35 teaching assistants (TAs). Traditional grading systems using point-based rubrics lead to significant variations in how individual TAs grade, which necessitates the use of curving across laboratory sections. Final grade uncertainty perpetuates student anxieties and disincentivizes a collaborative learning environment, so we adopted an alternative grading system, called specifications grading. In this system each student knows exactly what level of proficiency they must demonstrate to earn their desired course grade. Higher grades require demonstrating mastery of skills and content at defined higher levels. Each students' grade is solely dependent on the work they produce rather than the performance of other students. We piloted specifications grading in the smaller, third quarter course of the lower division organic chemistry laboratory series held during a summer term. Open-ended questions were chosen to gather student and TA perceptions of the new grading system. TAs felt that the new grading system reduced the weekly grading time because it was less ambiguous. Responses from students about the nature of the grading system were mixed. Their perceptions indicate that initial buy-in and multiple reminders about the bigger picture of the grading system will be essential to the success of this grading system on a larger scale. File list (2) download file view on ChemRxiv CHEMRXIV_REVISED2-Developing and Implementing a ... (1.17 MiB) download file view on ChemRxiv Supporting Information.pdf (441.79 KiB)

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“…The last research article in the work-life balance piece is by Jones (2020) that explores a pedagogical strategy to improve balance. A key challenge to balance for many academics is the time and dedication needed for grading in their courses.…”

Section: Introduction To the Symposium On Work-life Balancementioning

confidence: 99%