Linda B. Nilson

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 show more 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. show less

This was a stimulating read on something I had not researched. I got a lot of ideas for implementation but I do wonder about institutional consequences: the author makes no bones that this is about increasing rigor. If one faculty uses this system, won't students run to the "easy" sections where one can scrap enough partial credit to get by. Nevertheless, this book will get you to reconsider your entire grading schemes and assignments. As I said, very stimulating.

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.

This book definitely made me rethink at least some of the ways that I currently grade my students. Grade grubbing is one of the worst things I have to deal with by students. I don't know if I would implement full-on specs grading, but being more specific about what I want and ending partial credit sounds like something I will definitely get behind.