Hofmeister Erik H, Fogelberg Katherine, Conner Bobbi J, Gibbons Philippa
Department of Clinical Sciences, College of Veterinary Medicine, Auburn University, 1010 Wire Rd., Auburn, AL 36849 USA.
Lincoln Memorial University College of Veterinary Medicine, 6965 Cumberland Gap Parkway, Harrogate, TN 37752 USA.
J Vet Med Educ. 2023 Apr;50(2):172-182. doi: 10.3138/jvme-2021-0115. Epub 2022 Feb 10.
This study investigated students' and a course coordinator's perceptions about specifications (spec) grading in a cardiovascular systems course and assessed its effects on student performance. Spec grading was hypothesized to result in lower perceived student stress about the course, improved student performance, and less work for the course coordinator. The study used a mixed methods approach consisting of student pre-, peri-, and post-course surveys; student focus group interviews; analysis of student course evaluations; and course coordinator reflection. Participants were from a cross-section of one course in the veterinary professional curriculum. Results demonstrated significantly more A grades assigned to students than in the previous year's course, where traditional grading was used ( = .024). The focus group produced two primary themes: pros and cons. Pros included flexibility, student control over grades, generally lower perceived stress, opportunities to resubmit assignments, and more motivation to learn. Cons included confusion about the process, some disorganization, perceived higher workload for the professor, and communication concerns. The course coordinator's positive perceptions included students being less combative about grades than with the traditional system, students appreciating opportunities to resubmit assignments, and students demonstrating improved learning outcomes. Negative course coordinator perceptions were that reduced student stress was inconsistently achieved and that there was increased time commitment compared with traditional grading. Course evaluation themes included skepticism about spec grading in the beginning, varying stress experiences, improved learning, and increased workload. In conclusion, spec grading variably reduced student stress and did not result in less work for the course coordinator.
本研究调查了学生和一位课程协调员对心血管系统课程中规格（spec）评分的看法，并评估了其对学生成绩的影响。假设规格评分会降低学生对该课程的感知压力，提高学生成绩，并减少课程协调员的工作量。该研究采用了混合方法，包括学生课程前、课程期间和课程后的调查；学生焦点小组访谈；学生课程评估分析；以及课程协调员反思。参与者来自兽医专业课程中一门课程的不同层次。结果表明，与上一年使用传统评分的课程相比，分配给学生的A等级显著更多（ = .024）。焦点小组产生了两个主要主题：优点和缺点。优点包括灵活性、学生对成绩的掌控、普遍较低的感知压力、重新提交作业的机会以及更强的学习动力。缺点包括对评分过程的困惑、一些组织混乱、教授感知到的更高工作量以及沟通问题。课程协调员的积极看法包括学生在成绩方面比传统评分系统时更不具攻击性，学生感激重新提交作业的机会，以及学生展示出更好的学习成果。课程协调员的消极看法是，学生压力的降低并未始终如一地实现，并且与传统评分相比，时间投入增加了。课程评估主题包括一开始对规格评分的怀疑、不同的压力体验、学习的改善以及工作量的增加。总之，规格评分在不同程度上降低了学生压力，但并没有减少课程协调员的工作量。
