While negative sentiments arose from students experiencing specifications grading systems, often for the first time, most students reacted positively to the structural components of these grading systems that are not often, if ever, present in traditional points-based grading systems. The combination of not being expected to complete or pass every assignment and the pass/fail approach of specifications grading systems encouraged students to focus on the learning process rather than the accumulation of points to earn their final letter grade. This shift away from a focus on points is logical because allocating partial credit on assignments creates many borderline cases, which in turn incentivizes students to fight for every point. Without partial credit, the number of borderline cases drops drastically as each specification is frequently graded on a binary scale . Having opportunities to revise and resubmit further reduces stress and anxiety by reducing the stakes of any single assignment. The structural components discussed above, combined with students having the ability to choose the type of assignment to complete, provided students with greater agency and in most cases, a reduction in stress and anxiety. This increased agency also allowed students to better balance their obligations outside of academics and to better allocate time across all of their academic courses.