ABSTRACT
This chapter shows two different approaches to organizing specs-graded assessments into course grades of As, Bs, Cs, Ds, and Fs in order to meet institutional requirements. The vast majority of faculty using specs grading eschew points for another more streamlined alternative. Bundling can streamline the grading process and reduce grading time. Grading and giving feedback on multiple versions of assignments usually require inordinate faculty time, thereby eliminating one of the benefits of specs grading. It focuses on what work they must do to earn a specific letter grade in the course. In general, students must inform the instructor early in the term what grade they will be aiming for in the course. The wrappers featured in the Zimmerman experiments demonstrate that the people can turn quizzes and tests into true learning experiences, and the first-week essay shows how they can help students aim for high achievement.
