Implementing a hybrid specifications-points-based grading system in general and upper division inorganic chemistry courses

In recent years there has been a rise in the use of specifications, or specs, grading in the field of chemistry. For instructors, specs grading offers a mechanism to encourage mastery of course content with high standards of student achievement through iterative learning processes. In most specs courses, infrequent, high stakes exams are replaced with more frequent, smaller, quizzes that have a high standard of passing (≥80%) and do not award partial credit for incorrect answers. This high standard of achievement is coupled with multiple attempts at quiz material for students. Final letter grades are typically determined from how many learning outcomes a student has shown mastery in. The switch to standards-based grading is appealing for many instructors, but transitioning from a points-based grading system to specs grading system requires significant time and energy input, especially in courses with an integrated lab component. In this presentation, we describe the development of a hybrid specifications-points-based grading system that brings together the advantages of specifications grading without the need for a total course redesign. This system has been implemented in general chemistry courses and upper-division inorganic chemistry courses containing between 55 and 7 students. Development of the hybrid grading system over multiple semesters, current best practices, and observations about improving student equity outcomes and achievement will be discussed.