Increasing Rigor in Undergraduate Sociology Courses Utilizing Specifications Grading

• In Event: 3423 - Teaching and Learning Symposium Roundtable
  In Informal Discussion Roundtable: Table 1: Assessment and Curriculum

Abstract

One concern of educators is the rise of grade inflation and decline in rigor in higher education (Babcock 2010). One potential way to increase rigor and eliminate grade inflation is through the use of specifications grading, as developed by Linda Nilson (2014). Specifications grading is based on adult-learning theory which tells us that adults learn better in a safe, flexible, and challenging environment. In order to provide an optimal environment for learning students are given a choice about which grade they will pursue in a course. Specifications grading takes away the traditional point or percentage grading scheme and replaces it with what Nilson (2014) terms “grade bundles”. Each grade is associated with a set of required assignments (or bundle) that a student must complete in order to earn that grade. All assignments except quizzes and tests are graded as pass/fail. In this workshop, I will share my experience of incorporating specifications grading into several sociology courses, from introductory level courses through the senior capstone. I use student grades from points-based graded sections and specifications graded sections along with course evaluations to show the potential that specifications grading has to provides a safe, flexible, and more rigorous learning environment than traditional points-based systems.

Author

• Suzanne Fournier Macaluso, Abilene Christian University