In addition to the two studies analyzing student performance on final exams, three other other publications reported quantitative comparisons of the quality of work unrelated to final exams in different grading versions of the courses. Helmke set the passing threshold for assignments and exams in their specifications grading course to a B (85%) and compared the number of students in the specifications grading course that met the threshold to the number of students that earned at least an 85% on assignments and exams in the points-based course . Helmke found that fewer students from the specifications grading course passed on the first attempts of both the homework assignments and unit exams; however more students passed on the final attempts for homework assignments, and a similar number passed on the final attempts for the unit exams. Under Helmke's specifications grading system, the percentage of students earning As remained the same, but the percentage of Bs increased and the percentage of Cs decreased. Katzman took a different approach by administering an end of semester survey to students who completed a version of their course under a points-based grading system and to students that completed a version of the course under a specifications grading system [100]. Students who completed the course using a specifications grading system earned higher median and maximum scores on the content assignment questions in the survey than those who completed the course using a points-based grading system. Katzman observed no difference in the percentage of students who did pass and who did not pass the course between the two grading systems. However, amongst the passing students, the percentage of As increased and the percentage of Bs and Cs decreased. Amongst the non-passing students, the percentage of Ds and Ws increased, but the percentage of Fs decreased. Finally, McKnelly et al. compared student performance on a laboratory report . They graded the same number of reports for a single assignment from the points-based grading and specifications grading versions of the course using the original points-based rubric and found no statistically significant difference in the average scores on the reports. Despite the similar scores, McKnelly et al. found an increase in the percentage of students earning A and B grades, but a decrease in students earning C and D grades. One explanation they offer for the discrepancy is the limited sample size and comparison of quality on a single assignment. They propose that assignment quality may have increased for some assignments and not others.