Learning Gains in Organic Chemistry from Full and Hybrid Specifications Grading

Abstract

In recent years, alternative grading strategies to traditional points-based systems have gained popularity, particularly in STEM. Specifications grading is one type of alternative grading that focuses students on meeting course learning objectives rather than accumulating points, sets a threshold for satisfactory work, and often includes frequent, low-stakes assessments, feedback, and opportunities for reattempts or revision. However, the contribution of these features to student learning in authentic courses remains difficult to isolate. This study provides course-scale evidence that frequent, feedback-rich, reattemptable learning-target assessment is associated with higher standardized exam performance in large-enrollment Organic Chemistry I. Students in multiple sections that adopted this assessment structure, whether embedded in full specifications grading or in a hybrid points-based system, scored significantly higher on the same custom ACS Organic Chemistry Exam than students in a traditionally graded comparison section. Higher scores were observed in both same-instructor and cross-instructor comparisons. Improvements were concentrated among students with lower incoming preparation, as well as among women and students who did not identify exclusively as white. No corresponding losses were observed among students with higher incoming preparation, men, or students who identified exclusively as white. Overall, these findings suggest that frequent, feedback-rich, reattemptable learning-target assessments may be a useful mechanism within alternative grading systems for supporting student performance in organic chemistry.