In Grading for Growth (2023), Clark and Talbert ask, “What if there was a way to think about grades built on growth over game-playing, learning over letters and numbers, and productive relationships over adversarial ones? What if we could address, if not entirely repair, so many of these problems, through a quiet revolution in the everyday task of grading?” (3).

This course design institute takes up that question by exploring one alternative grading approach–specifications grading–which, like other alternate grading systems, can create more inclusive and equitable learning experiences for students by mitigating some negative outcomes associated with traditional grading (see for example: Covington et al., 2017; Feldman, 2019; Kohn, 2011; Malouff & Thorsteinsson, 2016).

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