Katzman Shoshana D, Hurst-Kennedy Jennifer, Barrera Alessandra, Talley Jennell, Javazon Elisabeth, Diaz Mary, Anzovino Mary E
Georgia Gwinnett College, School of Science and Technology, Lawrenceville, Georgia, USA.
J Microbiol Biol Educ. 2021 Oct 29;22(3). doi: 10.1128/jmbe.00200-21. eCollection 2021 Dec.
Specifications (specs) grading is a grading system in which mastery of specific educational outcomes is the basis for the final grade a student earns in the course. Implementation of the types of assessments used for specs grading has shown to be beneficial for student learning and motivation compared to traditional grading systems. We designed a specs grading strategy in an undergraduate Cell Biology course, creating 20 individual learning outcomes (LOs). The grade earned in lecture depended on the number of LOs the student mastered. If students were unable to master the content on their initial attempt, they could earn retakes for each LO assessment by completing an assignment associated with the information covered in that LO. A student's final class grade was dependent on the number of LOs mastered combined with the grade earned on their final exam. Here, we present how specifications grading was implemented in Cell Biology, differences in overall grade distribution between grading systems, improved performance on content-related assessment questions in sections using specifications grading, and more-positive attitudes for sections using specifications grading than for traditionally graded sections.
规格评分是一种评分系统，其中对特定教育成果的掌握程度是学生在课程中最终获得成绩的基础。与传统评分系统相比，用于规格评分的评估类型的实施已被证明对学生的学习和动机有益。我们在本科细胞生物学课程中设计了一种规格评分策略，制定了20个单独的学习成果（LOs）。讲座成绩取决于学生掌握的LOs数量。如果学生在初次尝试时未能掌握内容，他们可以通过完成与该LO所涵盖信息相关的作业来重新参加每个LO评估。学生的最终课程成绩取决于掌握的LOs数量以及期末考试成绩。在此，我们展示了细胞生物学中规格评分是如何实施的，评分系统之间总体成绩分布的差异，使用规格评分的章节中与内容相关的评估问题表现的提高，以及使用规格评分的章节比传统评分章节有更积极的态度。
