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From Expectations to Experiences: Students’ Perceptions of Specifications Grading in Higher Education.

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Title: From Expectations to Experiences: Students’ Perceptions of Specifications Grading in Higher Education.
Authors: Streifer, Adriana C.1 acs6h@virginia.edu, Palmer, Michael S.1 mp6h@virginia.edu, Taggart, Jessica1 jt2bb@virginia.edu
Source: International Journal for the Scholarship of Teaching & Learning. Nov2024, Vol. 18 Issue 2, p1-14. 14p.
Subject Terms: *Psychology of students, *Academic motivation, *State universities & colleges, *Public universities & colleges, *Grading of students
Abstract: Specifications grading is a form of alternative grading that emphasizes transparency, low stakes, student learning, and equity. It has attracted practitioners for its potential to enhance student motivation, and to remedy several challenges of traditional grading. Specifications grading has become increasingly popular, yet little is known about students' perceptions of and experiences with it. We examined students’ predicted and actual experiences of specifications grading in courses across several disciplines at a research-intensive, public university in the United States. Particular attention was paid to how students perceive specifications grading to influence their motivations to learn. Most students expressed positive attitudes toward specifications grading both before and after experiencing it. Qualitative responses indicate that facets of motivation, including choice, value, and expectations of success, were important factors shaping students’ perceptions. Based on these findings, we conclude with recommendations for practice for instructors who are interested in implementing specifications grading. [ABSTRACT FROM AUTHOR]
Copyright of International Journal for the Scholarship of Teaching & Learning is the property of Georgia Southern University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="AR" term="%22Streifer%2C+Adriana+C%2E%22">Streifer, Adriana C.</searchLink><relatesTo>1</relatesTo><i> acs6h@virginia.edu</i><br /><searchLink fieldCode="AR" term="%22Palmer%2C+Michael+S%2E%22">Palmer, Michael S.</searchLink><relatesTo>1</relatesTo><i> mp6h@virginia.edu</i><br /><searchLink fieldCode="AR" term="%22Taggart%2C+Jessica%22">Taggart, Jessica</searchLink><relatesTo>1</relatesTo><i> jt2bb@virginia.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+for+the+Scholarship+of+Teaching+%26+Learning%22">International Journal for the Scholarship of Teaching & Learning</searchLink>. Nov2024, Vol. 18 Issue 2, p1-14. 14p.
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  Data: *<searchLink fieldCode="DE" term="%22Psychology+of+students%22">Psychology of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+motivation%22">Academic motivation</searchLink><br />*<searchLink fieldCode="DE" term="%22State+universities+%26+colleges%22">State universities & colleges</searchLink><br />*<searchLink fieldCode="DE" term="%22Public+universities+%26+colleges%22">Public universities & colleges</searchLink><br />*<searchLink fieldCode="DE" term="%22Grading+of+students%22">Grading of students</searchLink>
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  Data: Specifications grading is a form of alternative grading that emphasizes transparency, low stakes, student learning, and equity. It has attracted practitioners for its potential to enhance student motivation, and to remedy several challenges of traditional grading. Specifications grading has become increasingly popular, yet little is known about students' perceptions of and experiences with it. We examined students’ predicted and actual experiences of specifications grading in courses across several disciplines at a research-intensive, public university in the United States. Particular attention was paid to how students perceive specifications grading to influence their motivations to learn. Most students expressed positive attitudes toward specifications grading both before and after experiencing it. Qualitative responses indicate that facets of motivation, including choice, value, and expectations of success, were important factors shaping students’ perceptions. Based on these findings, we conclude with recommendations for practice for instructors who are interested in implementing specifications grading. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal for the Scholarship of Teaching & Learning is the property of Georgia Southern University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: State universities & colleges
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      – SubjectFull: Public universities & colleges
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              Text: Nov2024
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