Zeba Hussain Raisa, Sudhin Karuppali, Jayashree Sunil Bhat, Gagan Bajaj
Thinking about what he thinks of what I think: Assessing higher theory of mind abilities in Indian bilingual children between 3.0 and 8.11 years of age
Indian journal of psychiatry
specifications grading relatively recent approach assessing student learning approach students make progress toward completion course demonstrating mastery specific skills material assessment tools short frequent exercises attempted multiple times mastered contrasts traditional exambased assessment student learning multiple benefits specifications gradingbased strategy including reduced test anxiety better knowledge retention increased flexibility study specifications grading implemented upperlevel biochemistry course private liberal arts university student cohort consisted almost exclusively junior senior biochemistry biology chemistry majors students earned points demonstrating mastery 12 short quizzes addition points earned laboratory exercises cumulative final exam student attitudes assessed using three surveys administered beginning middle end course survey results indicated students overall favorable opinions specifications grading approach use course comparison student performance quizzes performance final exam showed students learned retained course material combining survey performance data demonstrated students perceptions learning correlated well performances specifications grading tools together results indicated specifications grading effective approach assessing student learning maintaining student enthusiasm upperlevel biochemistry course