Specifications Grading: Restoring Rigor, Motivating Students, and Saving Faculty Time by Linda Nilson

by Unknown Author

Linda Nilson puts forward an innovative but practical and tested approach to grading--the specifications grading paradigm which restructures assessments to streamline the grading process and greatly reduce grading time, empower students to choose the level of attainment they want to achieve, reduce antagonism between the evaluator and the evaluated, and increase student receptivity to meaningful feedback, thus facilitating the learning process all while upholding rigor. In addition, specs grading increases students motivation to do well by making expectations clear, lowering their stress and giving them agency in determining their course goals. Among the unique characteristics of the schema, all of which simplify faculty decision making, are the elimination of partial credit, the reliance on a one-level grading rubric and the bundling of assignments and tests around learning outcomes. Successfully completing more challenging bundles (or modules) earns a student a higher course grade. Specs grading works equally well in small and large class settings and encourages authentic assessment. Used consistently over time, it can restore credibility to grades by demonstrating and making transparent to all stakeholders the learning outcomes that students achieve."

Genres: Teaching, Education, Nonfiction, Academic, Academia

Paperback

First published November 1, 2014

About the author

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Reviews

[Mackenzie Brooks · Rating 4 out of 5]

Totally doing this.

[Leigh · Rating 3 out of 5]

There's a lot I like about spec grading and I've incorporated some of its principles into my classes (first-year writing) but I was very put off by the "kids these days" tone of the first few chapters, which make a lot of assumptions about the goals of grading and the value of academic "rigor." I also think the author really skates over some of the difficulties of implementing specs grading for writing assignments. I agree generally that we should be much more detailed and concrete about our expectations, and in fact I base my assessment on a one-point rubric that is essentially a checklist. But there's still so much discretion involved in assessing student writing, and this book kind of pretends that's not the case. For instance, one of the example specs given is "complete an a-quality research paper." ?! I assume that class had a separate rubric that defined "A-quality" in some way, but a lot of this book really seems to elide the difficulty of doing so. The idea of spec grading is an important contribution and many of the principles are sound, but this particular book retains many of the assumptions and values behind our current grading systems, which, in my view, could stand to be questioned on a much more radical level. For me, the concrete rubrics of spec grading are most useful when combined with the underlying principles of "ungrading" and "self-grading" approaches, that is, with approaches that do not assume that grading of any kind can adequately or accurately reflect learning and thus try to find ways to eschew grades altogether (insofar as is possible within the current educational system).

[Lauren · Rating 4 out of 5]

A very insightful description of an alternate grading approach, including rationale for why this approach can be better than traditional grading and recommendations on "selling" it to students. I wish there were more specific STEM examples; most of the discussion was focused on project/writing-based courses, and the recommended structures for implementing specs grading werw not always obviously translatable to the courses and learning outcomes/skills assessed in my discipline.

[Brien · Rating 4 out of 5]

The book got redundant at places, but that’s probably necessary to get educators to really consider such a unique way of designing a class. I’m really excited to give this a try this semester!

[Vi · Rating 2 out of 5]

Meh.
Im sold on specs but not on the bundle or module approaches. They feel quite isolating/sterile. I’m looking for dialogue and community and all the messy things that feel too fraught when grades are in the picture. If you’re looking to change up grading, I’f recommend the Ungrading anthology edited by Susan Bloom instead.

[Anca · Rating 4 out of 5]

Great new approach to evaluating student work. I love the idea of bundles, how it motivates and increases accountability.

[Lance Eaton · Rating 5 out of 5]

Nilson lays out a different approach to grading than what I have been doing most of my teaching career. She explains to readers the benefits and methods of developing specifications grading. Instead of grading along a continuum that doesn't necessarily capture or clarify what the student is able to do at the end of the course, she shows different ways in which you can create assessments that are clearly specified and graded on a complete/did not complete basis. It is--as most things--more difficult than it sounds and it will take time to create the specifications upon which to grade as they need to be clear and easy to follow, but I know what I will be doing for my next course. I generally provide strong guidelines for my assignments, but Nilson highlights the ways I can articulate through given assignments or assignment bundles, the means of accomplishing what it is that I'm looking for. Even if one doesn't switch to specs grading, Nilson gives a lot of food for thought about how you do assignments in general.

[Liz Norell · Rating 3 out of 5]

The first 45 pages of this book had me singing its praises wide and far. In a rare turn for me, I found the discussions of learning theory to be the most valuable takeaways from this slim volume, with much food for thought as I consider adjustments to my course in the fall 2020 semester ahead. I am glad I invested time on this book for that strong start.

.... And then, oh, how my heart ached for the weak-on-compassion attitudes expressed and endorsed by the author when it was time to look at practical examples. The language around student behaviors, attendance, grade grubbing, and more absolutely infuriated me. The language here flies in the face of everything we know about equity in higher education.

So, to summarize: I will continue recommending this book, but not beyond the first four chapters.

[Kristin · Rating 5 out of 5]

I like this idea and I'll definitely be using this as a reference. However, I was a little put off by the attitude that assumed a student that "doesn't seem interested in learning" should be left to whatever grade they are "interested" in achieving. Other books I've read about equity in higher education make me question that assumption.

[Kelsey · Rating 4 out of 5]

Having a Master's in Adult Learning I loved how well the specifications grading approach is grounded in andragogy best practice and facilitates self-regulated learning for student success. The content is overall evidence-based and well-supported.

However, I'm docking a star the complete disregard for equity in grading and the the generally poor attitude toward students as lazy, unmotivated, and "grade-grubbing." There is no regard for the systemic factors that created and maintain the current grading system and culture. There are ways specs grading can be used to create grading equity, but Nilson advocates for practices that maintain systems of oppression. For example, tokens can be used for students to redo or hand in an assignment late. This is a great way to counteract barriers disproportionally experienced by students with marginalized identities. But she goes on to say that students should be rewarded for saving their tokens, which will advantage privileged students and maintain grading inequity. I still think it's a valuable read because the method is so grounded in best practice for student learning and can be customized to reduce grading inequity (e.g., have a token system, but don't reward students saving them).

Nilson's attitude toward students and the way she talks about them is so disparaging. She makes unsubstantiated claims made in Chapter 1 that portray students=Millennials as lazy, entitled brats, and this general attitude continues throughout the book. Technically she cites herself to support these claims, but citing her own book about teaching and learning practice as evidence for her "facts" about Millennials is sloppy. Nilson could have easily made her case that a new grading system is needed without invoking the generation war and using ageist stereotypes. The argument doesn't even have lasting relevance—the book was published in 2014 when the oldest Gen Zers were finishing high school—which ends up weakening her case. It's lazy writing (and editing). But, wait? I thought Millennials were the lazy ones.

[Rebecca · Rating 4 out of 5]

This is a great intro to specs grading, albeit maybe a bit dated. I would love to see an update that integrates UDL (Universal Design for Learning) in an overt way. Some of it is implicit, especially in the models that offer options/choice of assignments in learning bundles. I would have liked a better representation of counterargument literature, particularly as I still have questions about those students who sell themselves short already due to things like internalized racism. I'm also questioning the fairness of the specific model wherein "more work" = A, because students have different socio-economic circumstances and it may not be an option for some students to devote the extra time. I suppose it is then incumbent upon the professor to make sure that the "more work" levels are attainable by students just as they would (we hope) in traditional grading. It is a tricky business, on the other hand, because some students have to work so much just to pay their tuition and the cost comes at not being able to fully engage in that which they are paying for. I realize that issue goes beyond specs grading, but I do think it is part of the larger conversation.

Those questions aside, however, there are plentiful examples of application and syllabus language that are very helpful. Nilson explains relevant terms and makes the text very accessible. The index makes the book helpful as a reference.

[Deidre · Rating 5 out of 5]

Let me preface that I have some experience with the topic so hopefully my comments are not too skewed by that....
I really appreciated this work, because Nilson does a great job breaking down Specs Grading step by step. She provides mostly sound arguments, her reference list is extensive, and I appreciate that she utilized (and cited) many personal communications. Not only does she clearly define the rules and pitfalls of this method, she also provides explicit details on how to develop courses that utilize this model.
I am very pleased that I picked this up as a result of a couple of conference presentations that I had attended. I started adopting the strategy before I even reached Chapter 4 (yes, I liked it that much), even though I was already utilizing a Mastery Learning model that was working well.
I would recommend this as a quality resource for both new and seasoned faculty. I have already purchased one of Nilson's other works, and look forward to delving into it.

[Sean]

A thoughtful, readable intro to grading (at the assignment, course, and program levels) based on mastery of key learning outcomes rather than gradient-based 100-point systems. This covers the concepts well and offers a lot of helpful examples, options, and rationales (along with literature review). I still have questions about how to incorporate an emphasis on process, how to maintain clarity/simplicity but encourage/recognize exceptional quality work, and how to balance flexibility to student situations and needs with the objectivity/clarity of the cut-and-dried rubric, but this is a great starting point for thinking through this approach to grading. It has the potential to make feedback and grading a little simpler--and hopefully more resonant with students--if your rubrics/expectations are well-designed. It can also give students more control over their path through your course and their approach to work and learning.

[Lisa · Rating 3 out of 5]

I first heard about specs grading in Nilson's book Creating Self-Regulated Learners and was intrigued by its application. For the past year I've dabbled with it in my courses and thought this book would give me insights into the grading system I knew very little about. It was indeed informative, but it was also repetitive, and it seemed to brush over some of the concerns both students and faculty have about the system. I wish it had included more research to justify its use as well as more concrete examples. It does provide anecdotes of several faculty, but it just wasn't enough to convince me to fully convert to a "pure" specs grading system. That being said, I will continue to use my modified version, as it does have some tangible benefits.

[Wiebke Kuhn · Rating 4 out of 5]

A compelling case for shifting one’s grading scheme to specifications grading as it will make it easier for faculty to set higher expectations, give students choices and responsibility for their own learning, and save time because not everything needs to be graded and haggling over points is no longer needed. The evidence and examples also make this book convincing. I cannot help but wonder, though, how students who lack confidence or experience would fare in this system.

[John Milligan · Rating 5 out of 5]

An Excellent Idea Whose Time Has Come

I think this book contains excellent ideas for revamping the way in which we assess our students. Specs grading has the ability to reinstate the standards that have been degraded through grade inflation while also making the grading load easier for faculty. There are also several benefits for students, such as reduced stress. I'm going to recommend this book to the rest of the faculty in my department.

[Jes · Rating 4 out of 5]

Mackenzie gave this to me for my birthday a million years ago and I put off reading it because the title was so dry. But this gave me SO much to think about and I am seriously considering implementing it for one or both of my fall classes.

[Fred Rose · Rating 3 out of 5]

Some good points on assessment, esp for problem based courses. Like many, I hate grading, but creating specific guidelines for A, B, etc seems hard for my courses which are on current topics and may change content every year. Worth skimming to find useful things, helped me with a rubric.

[Terry Acree · Rating 5 out of 5]

While I struggled with the toxic effects of ranking humans Linda Nilson and her colleagues have wonderful and practical suggestions on how to use evaluations to encourage understanding. A must read for educators. We need more examples like these.

[Shannon · Rating 4 out of 5]

This is definitely food for thought. I've already implemented specs grading on certain assessments and am really happy with it, but I still have doubts about the logistics of an entirely specs based course. That said, it's really helpful to consider alternatives to traditional systems.

[Melanie · Rating 4 out of 5]

Now, to try and figure out how to incorporate this into my classes....

[Pam · Rating 4 out of 5]

Appreciated the examples given.

[Laurel · Rating 4 out of 5]

Interesting. I look forward to seeing how my faculty implement this approach.

[Liz · Rating 5 out of 5]

This book has great suggestions for giving students more ownership over their success in a course.

[Emily]

Very helpful presentation of what specs grading is and some ways to implement it your own courses. Quick read, highly recommended.

[Cathleen · Rating 4 out of 5]

An interesting explanation on specifications grading.

[Kelly · Rating 4 out of 5]

A clear and persuasive presentation grounded in research and examples

[Susan · Rating 5 out of 5]

This will change how I teach! In planning now for teaching statistics this fall. I see how I might use this in all of my courses.

This was a great book. Full of practical ideas to make this grading method work for your discipline, your course, your teaching style.

I used in a small class of students, so not the best sample size. It was clear what I was looking for and students went above expectations. I saw them moving away from doing the minimum to get the grade to stretching themselves to try hard things because they weren't worried about the grade.

[Neal · Rating 5 out of 5]

I think this book may change my teaching life. Grading has always been the worst part of teaching ... and the most time-consuming, least satisfying part. This book lays out the rationale and strategy for redesigning grading that (should) increase the motivation and performance of students in a context of increased autonomy and choice. It seems that the inherent transparency (and consistent application) of specs grading is key. I look forward to experimenting with it this quarter.

[Emily · Rating 4 out of 5]

Thin but extremely useful. Helped me streamline my grading process while providing solid rationale for doing so. Lots of examples and models.