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At the intersection of faculty research, teaching, and service, the Eberly Center supports Teaching as Research. We help faculty answer compelling research questions regarding which teaching strategies are more effective at promoting learning, increasing engagement, and enhancing the learning environment. Our services provide the tools and expertise to help instructors develop research questions and study designs, identify valid and reliable data sources, analyze and interpret educational data, and present and publish research results. Read more about our research processes and findings in this site.

Impacts of specifications grading on students and instructors (Fall 2023 - Spring 2025)

Compared effects of  full-course transformations to specifications grading to traditional, points-based grading on student performance and perceptions as well as instructor and TA perceptions.

SCOPE: 9 instructors, 9 unique courses taught 2 times each, and 661 students
RESULTS: Specifications grading did not impact student performance, instructor perceptions, or TA perceptions. Specifications grading also did not affect student perceptions with four exceptions: students in the specifications courses reported less favorable perceptions regarding the clarity of how their course grade was earned, clarity for how assignments were graded, sense of control over their expected course grade, and feeling that their final grade reflected their knowledge and growth in the course.

Link to study ›