Improving Student Learning with Aspects of Specifications Grading

Teaching Philosophy 44 (1):29-57 (2018)
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Abstract

In her book Specifications Grading, Linda B. Nilson advocates for a grading regimen she claims will save faculty time, increase student motivation, and improve the quality and rigor of student work. If she is right, there is a strong case for many faculty to adopt some version of the system she recommends. In this paper, we argue that she is mostly right and recommend that faculty move away from traditional grading. We begin by rehearsing the central features of specifications grading and providing two examples of how to implement it in philosophy classes. In light of the examples, we argue that specifications grading fulfills two of Nilson’s central desiderata but not the third. Since specifications grading generates two benefits that when combined increase student learning, without adding or increasing burdens, we conclude that student learning increases when courses are revised to include aspects of specifications grading.

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Author Profiles

Sarah Vitale
Ball State University
David Concepcion
Ball State University

Citations of this work

Annotated Bibliography: Introductory Philosophy Teaching in Context.Jake Wright - 2023 - American Association of Philosophy Teachers Studies in Pedagogy 8:142-167.

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References found in this work

Fair Grades.Daryl Close - 2009 - Teaching Philosophy 32 (4):361-398.
Philosophers Folding Origami.Jennifer Wilson Mulnix & Alida Liberman - 2017 - Teaching Philosophy 40 (4):437-462.
Argumentation Step-By-Step.Ann J. Cahill & Stephen Bloch-Schulman - 2012 - Teaching Philosophy 35 (1):41-62.
Scaffolding for Fine Philosophical Skills.Russell Marcus - 2019 - American Association of Philosophy Teachers Studies in Pedagogy 5:34-67.

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