Mark Kochanski

SCHOOL AFFILIATION: Computing & Software Systems
EMAIL: markk@uw.edu

Mark and Laurie Anderson worked collaboratively on the
Spring 2021: CSS 496 Applied Computing Capstone

What goals prompted you to apply specification grading?

• More clearly define student expectations of work to be accomplished

• Motivate students to perform best work over Credit / No Credit grading

• Have the capstone assignments mimic a work setting where assignments are like work to complete for the job and students, like employees, are responsible for completing them to gain credit for their work

How do you implement specification grading or might implement specification grading?

• Created bins based on key work areas connected to learning objectives / participation expectations of the course such as:

  • Meetings / Status Reporting (ownership of work)

  • Career Development (school -- work transition)

  • Reflection Paper (integration of academic learning)

  • Colloquium Participation (presentation of academic learning)

• Used a 2.0 / 3.0 / 4.0 bins per work area

What have you learned or are possibly hoping to learn when you apply specification grading?

• How it can motivate students

• How it provides agency for the students to achieve the highest possible grade

• How it can shift students’ thinking to realize that their grade is within their control -- It’s about the student determining their success based on their own achievements

Please provide links to resources that you think might be helpful for others.

Nilson, Linda B. Specifications Grading: Restoring rigor, motivating students, and saving faculty time. © 2015 by Stylus Publishing LLC.

Blum, Susan Ed. Ungrading: Why Rating Students Undermines Learning (and what to do instead) ©) 2020 by West Virginia University Press

Inoue, Asao. Labor-Based Grading Contracts: Building Equity and Inclusion in the Compassionate Writing Classroom. © 2019 The WAC Clearinghouse Fort Collins CO.