2026-10-06T18:38:16Z https://api.figshare.com/v2/oai

oai:figshare.com:article/33427123 2026-09-29T16:34:09Z category_7 category_45 category_734 category_106 portal_63 item_type_6 month_year_09_2026

Learning Gains in Organic Chemistry from Full and Hybrid Specifications Grading Joseph D. Houck (1736803) Brandon J. Yik (15302359) Eric D. Nacsa (1547917) Medicine Sociology Biological Sciences not elsewhere classified Science Policy study provides course lower incoming preparation scored significantly higher higher incoming preparation supporting student performance alternative grading strategies target assessments may hybrid specifications grading enrollment organic chemistry often includes frequent concentrated among students full specifications grading observed among students specifications grading alternative grading organic chemistry higher scores among women target assessment student learning stakes assessments hybrid points whether embedded traditional points scale evidence satisfactory work recent years reattemptable learning one type multiple sections learning gains identify exclusively identified exclusively gained popularity findings suggest corresponding losses based systems based system assessment structure accumulating points In recent years, alternative grading strategies to traditional points-based systems have gained popularity, particularly in STEM. Specifications grading is one type of alternative grading that focuses students on meeting course learning objectives rather than accumulating points, sets a threshold for satisfactory work, and often includes frequent, low-stakes assessments, feedback, and opportunities for reattempts or revision. However, the contribution of these features to student learning in authentic courses remains difficult to isolate. This study provides course-scale evidence that frequent, feedback-rich, reattemptable learning-target assessment is associated with higher standardized exam performance in large-enrollment Organic Chemistry I. Students in multiple sections that adopted this assessment structure, whether embedded in full specifications grading or in a hybrid points-based system, scored significantly higher on the same custom ACS Organic Chemistry Exam than students in a traditionally graded comparison section. Higher scores were observed in both same-instructor and cross-instructor comparisons. Improvements were concentrated among students with lower incoming preparation, as well as among women and students who did not identify exclusively as white. No corresponding losses were observed among students with higher incoming preparation, men, or students who identified exclusively as white. Overall, these findings suggest that frequent, feedback-rich, reattemptable learning-target assessments may be a useful mechanism within alternative grading systems for supporting student performance in organic chemistry. 2026-09-28T00:00:00Z Text Journal contribution 10.1021/jacsau.6c00531.s002 https://figshare.com/articles/journal_contribution/Learning_Gains_in_Organic_Chemistry_from_Full_and_Hybrid_Specifications_Grading/33427123 CC BY-NC 4.0