ABSTRACT
For assignments and tests graded pass/fail, students have to understand the specs. They must know exactly what they need to do to make their work acceptable. With the exception of pass/fail grading being an option in a traditionally graded course, the pass/fail system seems to be very effective. Until the introduction of rubrics, faculty might just have mentioned their grading criteria in passing and were not expected to furnish detailed guidelines for assessments. Because specs grading raises academic standards considerably, students quickly learn the importance of following the directions and meeting the standards set in the one-level rubric. Specs grading enhances interrater consistency because raters have fewer ratings to quibble about. Specs grading requires less grading time than traditional practices, even with a rubric. The grading rubric for student-constructed work has only one level, and faculty need not make decisions about partial credit.
