In addition to those discussed above, there are other limitations present in our analysis. Less formal methods of dissemination, such as theses, posters, workshops, etc., were excluded, so there are some design and/or implementation considerations about how instructors are implementing specifications grading systems in their courses that we did not discuss. Additionally, there are instructors who are contingent faculty or who are not in positions where publication is necessary in their academic institution, so there are unpublished examples of specifications grading systems that we cannot analyze and include in this review. This limitation may be especially present in implementations of specifications grading in community colleges and other two-year institutions. As is discussed above, most of the instructors publishing in the specifications grading system literature have written descriptive papers, which do not necessarily include controlled studies, so conclusions about the effects of specifications grading systems on students are limited.