Student perceptions of the impact of specifications grading on their stress and anxiety compared to points-based grading varies. Twenty-four articles report a reduction in student stress and anxiety and comment on possible reasons for this change. In some cases this reduction is attributed to multiple revision opportunities being provided, lowering the stakes on assignments . In other instances students reported feeling that the grading was lower stakes which allowed them to put more of their focus into learning the course material, however, they did not elaborate upon what made the grading feel lower stakes . Trachsler et al. and Tierney reported that students felt reduced stress and anxiety stemmed from the flexibility afforded to them by being able to choose which assignments to complete to earn their desired grade . Additionally, students perceived greater transparency in assignment expectations and how to earn their desired final letter grade, which accounted for a reduction in stress and anxiety .