Abstract
Assessing student learning is an integral component of teaching undergraduate dietetics
students. Traditional grading can be cumbersome for instructors, encouraging extrinsic
motivation for students and hindering clear understanding of whether students have
met course learning outcomes. Specifications grading is a reimagined assessment paradigm
that empowers both students and instructors to focus on achievement of learning objectives.
This report examines the deployment of specifications grading in an undergraduate
dietetics course, using qualitative methods to determine the impact on students’ learning
and experiences. Employing specifications grading may help dietetics educators foster
self-regulation and mastery learning for students, as well as increase grading transparency.
Key Words
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Article info
Publication history
Published online: August 30, 2019
Footnotes
Conflict of Interest Disclosure: The authors have not stated any conflicts of interest.
Identification
Copyright
© 2019 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.
