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Related Concept Videos

Types of Aggregate Grading01:15

Types of Aggregate Grading

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Aggregate grading is crucial in economically obtaining a concrete mix with adequate strength, reasonable workability, and minimal segregation. There are four types of aggregate gradation: well-graded, uniformly (or one-sized) graded, gap-graded, and open-graded.
Well-graded aggregates include a complete range of necessary size fractions that fit together to create a dense matrix with minimal voids, represented by a smooth, continuous gradation curve. This type of grading ensures good...
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Sieve analysis is a method used to determine the particle size distribution of aggregate materials. This process involves the following steps:
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The right type and quality of aggregates are crucial for concrete as they significantly influence its properties, mix proportions, and cost-effectiveness. If different sources are available for sand, the commonly used fine aggregate in concrete, the selection of sand is primarily based on its gradation.
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Aggregate classification is generally based on its size, petrographic characteristics, weight, and source. Size classification ranges from coarse to fine aggregates, defined by the size of the particles. Coarse aggregates are particles that do not pass through ASTM sieve No. 4, and aggregates that pass through the sieve are fine aggregates.
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Differential leveling is a precise method in surveying used to determine the elevation difference between two points. Its primary goal is to establish accurate vertical measurements to create level surfaces or grade lines critical for designing and constructing infrastructures such as roads, bridges, and buildings.The procedure for differential leveling begins with setting up and leveling the instrument at a point where the benchmark can be seen. The level rod is held on the benchmark (BM), and...
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The fineness modulus (FM) of aggregate is a numerical index that measures the coarseness or fineness of the particles. It is calculated by adding the cumulative percentages of aggregate retained on each of a specified series of sieves and dividing the sum by 100.
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The Case for Specifications Grading.

Jeff Cain1, Michelle Farland2, Lori H Dupree3

  • 1University of Kentucky College of Pharmacy, Department of Pharmacy Practice & Science, Lexington, KY, USA.

American Journal of Pharmaceutical Education
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Summary

Specifications grading offers a mastery-based alternative to traditional points systems, enhancing learning alignment and student motivation in pharmacy education. This approach focuses on clear competency criteria and feedback, bridging towards competency-based pharmacy education.

Keywords:
Competency-based pharmacy educationGradesSpecifications grading

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Area of Science:

  • Educational Assessment
  • Pharmacy Education
  • Pedagogical Innovation

Background:

  • Traditional point-based grading systems often misalign with educational objectives and mastery learning.
  • Specifications grading presents a structured alternative focusing on clear outcomes and competency demonstration.
  • Pharmacy education requires robust assessment methods that align with professional competencies.

Purpose of the Study:

  • To outline the pedagogical and logistical rationale for implementing specifications grading in pharmacy education.
  • To highlight the benefits of specifications grading for students and faculty.
  • To explore the connection between specifications grading and competency-based pharmacy education (CBPE).

Main Methods:

  • This commentary discusses the principles of specifications grading: precise competency criteria, descriptive feedback, and flexible demonstration of mastery.
  • It analyzes the alignment of specifications grading with learning goals and student-centered approaches.
  • The commentary examines the potential shift in faculty workload from administrative tasks to teaching-focused activities.

Main Results:

  • Specifications grading improves the alignment between grades and actual learning, fostering greater student motivation and autonomy.
  • Benefits include reduced grade anxiety, more meaningful student-instructor interactions, and a shift towards formative assessment.
  • The model facilitates a transition towards competency-based pharmacy education (CBPE) by emphasizing demonstrated competency.

Conclusions:

  • Specifications grading provides a viable framework for enhancing assessment in pharmacy education, promoting mastery and transparency.
  • Successful implementation requires careful planning, clear communication, and a balance of high expectations with student support.
  • This grading model serves as a bridge to competency-based pharmacy education, aligning assessment with essential professional skills.