Abstract
Traditional point-based grading is failing students entering a competency-based workforce:
Employers require concrete skills and knowledge, not “high” grades. In the specifications
approach, learning outcomes are explicitly linked to the grading system. The basic
components of the approach include clear alignment of learning outcomes to certification
standards, bundled sequences of assessments tied to basic and advanced competency/learning
outcomes, pass/fail grading with no partial credit, opportunities to revise unacceptable
work, and detailed expectations of performance on assessments. This article describes
the specifications approach and provides examples highlighting how to (1) align course
learning objectives with a grading system, (2) implement a pass/fail approach even
for complex assessment, (3) define specifications, (4) create and sequence bundles
of assessments, and (5) provide instructor support through feedback and tokens.
Keywords
grade - education - standards - competency - outcomes
