Specifications grading: Redefining success in the classroom

Background: Tiered grading practices that use letter, percentage, and numerical systems to express learner achievement of course outcomes are entrenched in nursing education programs. Despite their prevalence, these approaches present notable issues, including limited actionable feedback, challenges in fostering transferable practice competencies, and inconsistencies among evaluators. These concerns highlight the need for alternative assessment practices by educators that better support student learning and achievement of course outcomes.
Methods: A fourth-year online nursing course was redesigned by the course instructor to employ specifications grading, an objective-driven, mastery-based assessment model. The implementation strategies and subsequent course revisions are documented and investigated following the highlights from the design.
Discussion: The main challenges encountered by the instructor during the implementation phase included adapting new course structures to the existing ones, clarifying learner expectations, and supporting learners in transitioning to a new assessment framework. Revision opportunities helped improve transparency, alignment with learning outcomes, and learner engagement.
Conclusions: Specifications grading demonstrates potential as a viable alternative assessment to traditional systems. Considering the novelty of this approach, recommendations and lessons learned are provided to guide educators considering similar approaches.