Measuring What Matters

Specifications Grading and Latin* Students’ Mathematics Identity

Bibliographic Data

ID12774262
AuthorsLuis Miguel Fernandez (0000-0002-4235-9789, The University of Texas Rio Grande Valley, corresponding author), Mayra Ortiz Galarza (0000-0002-4486-7576, The University of Texas Rio Grande Valley), Cristina Villalobos (0000-0001-7061-134X, The University of Texas Rio Grande Valley), Martha Asare (The University of Texas Rio Grande Valley)
Year2026
Publication date2026-03-09
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Hispanic Higher Education (JOURNAL)
Journal identifiersISSN: 1538-1927 • E-ISSN: 1552-5716
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1177/15381927261427478
OpenAlexW7135114835
LanguageEN
References cited46

This study examined Specifications Grading, an alternative grading system emphasizing clearly defined learning outcomes and revision, and mathematics identity among 846 Latin* Calculus I students at a Hispanic-Serving Institution. Mathematics identity, comprising competence/performance, recognition, and interest, was measured at the beginning and end of the semester. Repeated-measures analyses indicated stable competence/performance and recognition alongside declines in interest. Specifications Grading was associated with increased mathematics identity, and multilingual students experienced smaller declines than their peers overall

Calculus (dental · Grading (engineering · Higher education · Identity (music · Self-concept · Semi-structured interview · Cognitive and developmental aspects of mathematical skills · Education, Achievement, and Giftedness · Mathematics Education and Teaching Techniques

Tools

Open DOIOpen Access