Although many instructors reported that students found the grading system more transparent, there were several who reported student confusion about the new grading system . Some students, at least initially, felt the new assignment expectations and rubrics were unclear . Others were unaware of how to determine their final letter grade according to the grade bundles . Some instructors adopted strategies in an attempt to achieve student buy-in and minimize confusion with this novel grading system. Early in the term, some instructors included in class or video explanations of the grading system , some compared specifications grading to traditional grading to help students understand the purpose behind why it was adopted , and some developed activities or tools for students to learn how to track and determine their final letter grade . Other instructors provided regular reminders throughout the term and/or implemented metacognitive reflections or goal setting exercises , which prompted students to think through how they could earn their desired final letter grade under the specifications grading system. The extent to which these interventions mitigated or resolved student confusion varied.