Transforming a Pharmacy Self-Care Course with Specifications Grading

Abstract

Alternative grading strategies, such as specifications grading, have been used to counteract deficiencies with traditional grading structures. Specifications grading encompasses learning-centered components and aspects of competency-based education by providing students with clear specifications for each assignment. This paper describes the redesign, implementation, and outcomes of a 6-week pharmacy self-care elective course incorporating specifications grading. A stepwise approach to redesigning the course is presented along with sample syllabus statements. A mixed methods approach was used to evaluate course outcomes, student survey responses, and instructor reflections. Twenty-two students were enrolled in the course with grades (17 As, 4 Bs, 1 C) comparable to previous course offerings which used a traditional grading approach. Virtual tokens were used to allow for flexibility with assignment submissions and resubmissions. Twenty-one students (95.4%) earned at least 1 token and 19 students (86.4%) used at least 1 token during the course. Students appreciated the ability to resubmit assignments and liked having control of their grade but disliked having to do more work to get a better grade, the stress of trying to earn tokens, and the anxiety of not knowing their course grade percentage. While a streamlined grading approach allowed the instructor to provide more feedback to students, keeping track of assignment resubmissions and tokens was challenging. Future course modifications to address these challenges and simplify the course requirements from both a student and faculty perspective are presented.