For some of us, this step can be skipped. There are already programs out there for specific content areas that offer competency-based or application-like simulations. For instance, most of us have probably heard of Bable or Rosetta Stone for learning languages and both programs offer virtual discussion platforms where students can practice their use of the language. However, most of these types of programs also cost a bit of money and require a subscription of some type.
Specification grading doesn’t have to require an overhaul of a course. Selecting just one assignment can be a great starting point to try out assessment of student competency. First, the instructor wants to clearly articulate what competencies they want to see from that assignment/project. Assessment of the assignment will hinge on clearly defined competencies that you will observe through the assignment.
This may be a fun opportunity for you, as the teacher, to explore using AI (such as ChatGPT) to help you write some application prompts for your students. This can be a nice way to get ideas started and then you can customize them to be appropriate for what you want for your assessment.
Specification grading can include a variety of modalities for students to demonstrate competency, though it often is not a quiz/exam. Using identified competencies for an assignment, I then create a rubric with observable items that illustrate those competencies. Each item on the rubric is either Met or Not Met. I aim to make the rubric items very clear so that students can ensure they include all pieces of the assignment and demonstrate those competencies (= Met). Ultimately, the instructor must determine how many Met competencies are required to pass the assignment or correspond to a letter grade. I have found this grading system to save me a lot of time as the instructor as I am not spending time trying to identify if a student gets partial credit for any single item. Students either meet or do not meet the competency affiliated with each aspect of the assignment.
My courses allow students up to 4 opportunities across the course to submit a revised assignment for an improved score. Students have a choice in how they want to use instructor feedback to improve their competency of skills demonstrated in the course. The student’s level of work is rewarded through an improved score when they demonstrate improved competency in the skill(s). These assignments are simulations of what a speech therapist would do in their daily work environment, so I am looking at the application of knowledge to job-related assignments.
Evidence-based Practice Review – find a peer-reviewed article about a speech intervention and apply that to a case study client at a practicum placement. Competency-based assessment evaluates accurate application of the article to the case study client and accuracy and inclusion of required components of an evidence-based practice review.
Clinical Writing – write a clinical report outlining case study client’s progress made across the semester. Competency-based assessment evaluates the reports inclusion of required components/information.
Simulated Client Experience – students complete an evaluation or treatment with a simulated patient via a web-based program. Students earn points (and lose points) based on making appropriate clinical decisions during the simulated experience. Competency-based assessment identifies a minimum level of points to determine competency for that evaluation or treatment process.
Rubrics – what are the critical elements that need to be included? This can be a simple yes/no.
My student evaluations have provided positive anecdotal information about appreciating the learning process involved in the feedback loop used during competency-based assessment. This may be especially beneficial as it is linked to a practicum course including experiences with live patients.
Using grading strategies that relate directly to skills is recommended over traditional grading due to its authenticity in assessing skills in real-life situations as opposed to simply using assessments as a way of ranking our students based on their book knowledge or rote memory (Fernandez et al., 2020). Gay and Poproski (2023) noted students preferred these types of assessments and report feeling less stressed when preparing for these experiences.
References and other resources
Fernandez, T. M., & Martin, K. M., & Mangum, R. T., & Bell-Huff, C. L. (2020, June), Whose Grade is it Anyway?: Transitioning Engineering Courses to an Evidence-based Specifications Grading System Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2—35512
Gay, J. L., & Poproski, R. (2023). Specifications Grading for Graduate Students: Motivated, Less Stressed, and Achieving in Public Health. Pedagogy in Health Promotion, 9(4), 237–243. https://doi-org.unk.idm.oclc.org/10.1177/23733799231198774
Graves, B. C. (2023). Specifications grading to promote student engagement, motivation and learning: Possibilities and cautions. Assessing Writing, 57, N.PAG. https://doi-org.unk.idm.oclc.org/10.1016/j.asw.2023.100754
Ross, S., Pirraglia, C., Aquilina, A. M., & Zulla, R. (2022). Effective competency-based medical education requires learning environments that promote a mastery goal orientation: A narrative review. Medical Teacher, 44(5), 527–534. https://doi-org.unk.idm.oclc.org/10.1080/0142159X.2021.2004307
