Seminar: How and Why: Specifications grading assessment in a course-based undergraduate research experience in molecular microbiology

Abstract: Since 2001, the UBC Department of Microbiology and Immunology has delivered upper-level course-based undergraduate research experiences (CUREs). More than two decades of development has generated a sophisticated high-enrollment CURE program. In our CURE model, students work in teams to design original scientific research projects, carry out experiments and report their research findings in an online undergraduate research journal. Historically, assessment in our CUREs has been guided by rubrics to assign detailed grades and provide feedback on structured writing assignments that are used to scaffold learning and skill development. Recent pedagogical innovation in our wet lab CURE has shifted the course assessment model from a grades-driven approach to a feedback-focused, specifications grading approach. Specifications grading aligns course learning objectives with assessments to provide a transparent student-centered grading system. In our specifications graded CURE, student development is guided by (1) feedback from the teaching team and (2) student reflections on how feedback will be used to improve future assignments. Students propose a final course grade by assessing whether they have met or exceeded specifications that align with course learning outcomes. Rationale, strategies, student perceptions, and lessons learned from implementing specifications grading assessment in a CURE will be presented.