Many educators who have implemented specifications grading observed a shift from students focusing on accumulating points to focusing on learning the course material . For example, Hunter et al. state, "Students clearly grasp why their assignment earned the grade that it did, and I no longer field questions about point allocation. Instead, student questions after an exam focus on concepts and improvement, and the process of revision absolutely improves the students' understanding of the material ." Similarly Henriksen et al. and Lovell observed that students took greater advantage of office hours to ask questions about concepts covered earlier in the course because the incentive for students to seek and apply feedback was greater under the specifications grading system where revision is encouraged . Part of the reduction in students' focus on points, aside from revision opportunities, was attributed to the greater transparency and clarity of the specifications grading system, specifically the expectations detailed in assignment rubrics .