Although the majority of instructors found the time to implement specifications grading was not greater than for a points-based course, a small number reported spending more time implementing the new system. In analyzing how these instructors structured their grading systems, it became apparent that students were given many opportunities and/or unlimited time to retake or resubmit assignments . Allowing many reattempts can result in students submitting low quality work on early attempts because the incentive to prepare appropriately for assignments is not present . If deadlines for revising and resubmitting or retaking assignments are not provided, it may increase the likelihood of procrastination . This can result in a high instructor workload at the end of the term when many assignments are submitted, and it may also result in students being unable to earn the grade they are aiming for because there is insufficient time to complete all of the unfinished assignment revisions . It appears that token systems were not used in many of these cases, which could have mitigated some of the challenges with implementing opportunities for students to try again. Instructors who proactively included limited revision opportunities, deadlines for revising and resubmitting or retaking assignments, and/or a token system in their design and implementation of specifications grading reported manageable time investments .