Analysis of the implementations of the specifications grading systems and emergent themes of time investment, academic performance, and student reactions to specifications grading reveal 1) important considerations for the design and development of specifications grading systems and 2) a roadmap for education researchers to collaborate with practitioners to study outcomes and impacts of specifications grading in higher education. Many of the current publications on specifications grading are descriptive studies on individual designs and implementations. While additional descriptive publications will be valuable resources for practitioners seeking inspiration for their courses, especially from disciplines or types of courses that are not yet represented, enough evidence now exists to point to the fact that we need systematic studies on topics such as impacts on student academic performance, implications of design choices, and potential for increased equity of specifications grading systems. Hackerson et al. have called for interdisciplinary studies on alternative grading systems across STEM fields , and we broaden that call to include the need for interdisciplinary studies on specifications grading systems across both STEM and non-STEM disciplines.