Specifications grading is an approach to grading that prioritizes the following: transparency, mastery of learning objectives, clear alignment between assessments and learning objectives, and process-oriented approaches to learning. Like conventional grading schemes, students also earn a letter grade within a specifications grading scheme,. Unlike the traditional method of determining a final course grade by calculating a weighted average of individual assignments, in specifications grading, instructors set clear expectations for successful completion of each assignment (i.e., an assignment’s specifications, also called expectations or criteria). Instructors then “bundle” together assignments to determine clear paths to each “grade level.” Each grade-level bundle is determined by the number of assignments, the difficulty and complexity of the work, or both. 

In specifications grading, the final course grade is determined by students meeting specifications for all assignments in a particular grade bundle. Individual assignments do not receive letter grades; each assignment receives credit when it meets all of the specifications. 

Instead of grading the individual quality of student work, an instructor sets the expectations for each assignment to a general level that indicates the acceptable amount of learning for that assignment. The amount of “acceptable learning” for each assignment should correspond to the learning objectives for the assignment. Instructors can allow revision opportunities to lower the stakes of any assignment. Instructors can also provide process-oriented feedback—qualitative or quantitative—on each assignment so that assignments that do not yet meet all specifications may be revised.

Specifications grading systems can help balance maintaining rigorous standards for learning while also treating students with compassion.  Well-designed specifications grading systems set high but realistic expectations for student learning. The specifications for each assignment should clearly define what high-quality learning looks like. This does not mean “perfect” learning but rather a detailed description of what B or B+-level work looks like. 

Specifications grading also allows instructors to be mindful of students’ well-being. Specifications grading promotes transparency, which helps to decrease the anxiety students may feel about grades while increasing their sense of confidence and belonging in the classroom (Winkelmes, 2016). When specifications grading is implemented successfully, instructors communicate evaluation criteria for student learning at the beginning of the semester, provide examples of student work that meets expectations, and regularly have conversations with their students to gauge their understanding. Instructors may also choose to invite students to contribute to the process of defining specifications for particular course elements, such as class participation.

Specifications grading schemes are shaped by a course’s learning objectives, format, assignments, content, and student needs. When designing a specifications grading scheme, you can create a system that will best support your learning environment. To get started, the following eight steps can help you begin creating an equitable, transparent specifications grading system for your course:

1. Determine your learning objectives.
2. Determine your assignment bundles.
3. Articulate B-level specs for all assignments.
4. Create annotated exemplars.
5. Determine feedback mechanism.
6. Determine a token system.
7. Create a robust “communication & marketing” plan.
8. Keep it simple.

For additional detail for each step, please see the full-length article. 

Ungrading works better when an instructor “feels they can fully own their pedagogical approach,” which is contingent on administrators and institutions defending “the academic freedom of teachers, especially adjuncts” (Stommel, 2018). Though there is not one approach that will work well for every instructor, every course, or every institution, the following approaches may be helpful for instructors to consider when thinking about what feels organic to their own pedagogical approach: