Enhancing Student Performance and Identifying Laboratory Mistakes through the Incorporation of Specifications Grading in a General Chemistry I Laboratory Examination

• Navid Ahmed Sadman ^[1] ; Susan D. Wiediger ^[2]
  1. [1] University of Northern Colorado

     University of Northern Colorado

     Estados Unidos

     
  2. [2] Southern Illinois University Edwardsville

     Southern Illinois University Edwardsville

     Township of Edwardsville, Estados Unidos

     
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 103, Nº 3, 2026
• Idioma: inglés
• Enlaces
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• Resumen

  • This paper outlines the development of a final examination for a first-semester general chemistry lab course that incorporates elements of the emerging assessment style ‘Specifications Grading’. Conducted across three semesters (Spring, Summer, and Fall 2022) at Southern Illinois University Edwardsville, the study gradually incorporated key elements, including early rubric access, skill evaluation at multiple checkpoints, pass/fail grading (eliminating partial credit), and an additional attempt for students who did not pass on their first try. In Fall 2022, supplementary initiatives such as manual modifications and practice lab final activities were introduced. Analyses of student performance and survey data indicate that semesters incorporating more Specifications Grading components were associated with higher pass rates and an improved perception of glassware proficiency in students. Students’ self-reported data revealed common student mistakes that may be informative to General Chemistry instructors, while teaching assistant surveys identified potential issues with implementing such an examination. Due to smaller sample sizes (<20) in the Spring and Summer and limitations on statistical rigor from confounding variables, our findings are best interpreted as an implementation report rather than generalizable educational research.