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Abstract:

This talk will describe my experiences of redesigning two upper-division chemistry courses using a specifications grading framework. The first course was a Writing for Chemists class, and the second was a combined lecture-lab course in Advanced Analytical Chemistry. In both cases, I chose specifications grading because it emphasizes giving students frequent feedback and revision opportunities, and it helps to increase transparency as to how students can achieve course learning outcomes. In this talk I will introduce the principles of specifications grading, explain the process of designing assignments and rubrics, and describe student performance and perceptions of the new grading system. Finally, since one reason for giving this talk is to update the department on what I've been doing for the last 5+ years, I will describe the current state of the Chem 152 and 153 curricula, including new experiments that my TAs and I have developed for both courses.