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Examines how specifications grading impacts mathematics identity in Latin students, suggesting positive outcomes.
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.
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Fernández et al. (2026) studied this question.
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