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The Case for Specifications Grading
Journal article   Peer reviewed

The Case for Specifications Grading

Jeff Cain, Michelle Farland, Lori H Dupree, Laura Fox, Erika L Kleppinger and Kashelle Lockman
American journal of pharmaceutical education, Vol.89(10), 101863
10/2025
DOI: 10.1016/j.ajpe.2025.101863
PMID: 40914256
url
https://doi.org/10.1016/j.ajpe.2025.101863View
Published (Version of record) Open Access

Abstract

Grades profoundly shape student approaches to learning, yet traditional points-based systems are often misaligned with educational goals. Specifications grading has emerged as a viable alternative that promotes mastery learning, transparency, and rigor. This grading approach replaces numerical points with clearly defined, pass/fail criteria tied to course outcomes. Three essential components of specifications grading are precise specifications for competency, descriptive feedback to promote growth, and flexibility in demonstrating competency. In this commentary, we outline the pedagogical and logistical rationale for specifications grading in pharmacy education. Significant benefits include improved alignment between grades and learning, increased student motivation and autonomy, reduced grade anxiety, and more meaningful student-instructor interactions. The model can shift faculty time away from course administrative activities (eg, managing disputes over partial credit) and move toward more teaching-focused activities such as formative assessment. When contemplating a redesign for specifications grading, faculty should consider potential challenges, such as time needed to plan and implement, building trust through clear communication, and balancing high expectations with student support. Specifications grading also offers a philosophical and logistical bridge toward competency-based pharmacy education (CBPE) as it shares key principles such as demonstration of competency aligned with outcomes and flexible pathways to achievement.
 Grades Specifications Grading Competency-Based Pharmacy Education

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