Specs Grading and the Art History Survey

A More Inclusive, Equitable, and Invigorated Foundation for the Discipline

Abstract

An increased understanding of the negative impacts of conventional, point-based grading on student learning has resulted in the proliferation of so-called “ungrading” practices in nearly all academic disciplines. One such practice, specifications (or “specs”) grading assigns specific standards to each letter grade that students meet through the completion of assignments that are typically low-stakes (often scored pass/fail) and offers second chances and opportunities for revision. This article discusses the benefits of implementing specs grading in art history survey courses. It draws on the experiences of two instructors teaching general education surveys at two different universities. Analyzing qualitative and quantitative student data, it demonstrates that by decentering grades as students’ principal focus, specs grading reduced their anxiety, increased their intrinsic motivation to learn, and offered them multiple points of entry to the course material. This change in student outlook resulted in written work that was more reflective, speculative, and pleasurable to read, thus ameliorating much of the tedium that plagues the task of grading. Invigorating both students and faculty, specs grading transformed the survey course into a supportive learning community focused on discovery and skill development rather than the accumulation of points. The authors believe this style of grading can contribute to a more inclusive and equitable foundation for the discipline of art history.