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Abstract

Calculus I courses play a pivotal role in shaping students' STEM pathways, making it essential to adopt pedagogies that foster both achievement and mathematics identity development, particularly among underserved groups such as Hispanic students. This study explores the impact of Specifications Grading, an alternative assessment method where students meet specific course learning objectives through multiple attempts, on students’ mathematics identity development. Through a comparative case study of two Calculus I students at a Hispanic-Serving Institution, one enrolled in a specification graded course and the other in a traditionally-graded course, we examine shifts in their self-perceptions of competence, interest, recognition in mathematics, and overall mathematics identity.  Our findings suggest that specifications grading can enhance students' mathematics identity by encouraging perseverance and a sense of competence. This study contributes to the field of mathematics education by providing empirical evidence that alternative assessment structures, like specifications grading, can serve as powerful tools for creating more equitable and identity-affirming learning environments in foundational STEM courses.

Keywords

Alternative Assessments Calculus Hispanic Serving Institution Mathematics Identity Specifications Grading

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Fernandez, L. M., Serbin, K. S., Villalobos, C., Setayesh, S., & Garza, G. (2025). Shaping mathematics identity: An exploratory study on specifications grading in Calculus I at a Hispanic-Serving institution. Journal on Mathematics Education, 16(2). Retrieved from https://jme.ejournal.unsri.ac.id/index.php/jme/article/view/3530
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