Specifications Grading in a Cardiovascular Systems Course: Student and Course Coordinator Perspectives on the Impacts...

Area of Science:

• Veterinary Education
• Educational Assessment

Background:

• Traditional grading systems can create student anxiety and may not fully reflect learning outcomes.
• Specifications grading (spec grading) offers an alternative approach focusing on mastery and learning.
• The effectiveness and impact of spec grading on student performance and instructor workload require further investigation.

Purpose of the Study:

• To evaluate student and course coordinator perceptions of spec grading in a cardiovascular systems course.
• To assess the impact of spec grading on student academic performance and stress levels.
• To compare the workload associated with spec grading versus traditional grading for the course coordinator.

Main Methods:

• A mixed-methods approach was employed, including student surveys (pre-, peri-, post-course), focus group interviews, and course evaluations.
• Analysis of student performance data, specifically grade distribution, was conducted and compared to a previous cohort using traditional grading.
• Course coordinator reflections and feedback were systematically collected and analyzed.

Main Results:

• A significantly higher proportion of students received A grades under spec grading compared to traditional grading (p = .024).
• Student focus groups revealed benefits such as flexibility, increased control, reduced stress, and enhanced motivation, alongside challenges like confusion and perceived disorganization.
• The course coordinator reported mixed perceptions, noting improved student engagement but also increased time commitment and inconsistently reduced student stress.

Conclusions:

• Specifications grading can positively influence student motivation and academic outcomes, evidenced by improved grade distributions.
• While spec grading may reduce stress for some students, it does not universally alleviate anxiety and can lead to varied student experiences.
• Contrary to initial hypotheses, spec grading did not decrease the workload for the course coordinator and may, in fact, increase it due to factors like resubmission opportunities and communication demands.