Although the time required to design a specifications grading system was substantial, most instructors who implemented specifications grading in their courses reported that the time required to implement the course was about the same or less than the amount of time spent implementing prior points-based courses. Instructors cite that the time they would have spent on allocating points on assignments in the points-based course was instead spent on giving students more feedback on assignments . Previous research has shown that when both scores and feedback are provided to students, students will not necessarily pay attention to the feedback, in part due to the spatial separation of scores and feedback within the LMS [106]. However, when students have opportunities to revise their work, they show higher cognitive engagement with the feedback . The opportunity for students to revise or retake assignments under a specifications grading system may incentivize students to more carefully review the feedback that was given rather than only checking their score. In this way, the additional feedback instructors leave on student assignments in courses using specifications grading may be more likely to lead to students producing higher quality work and achieving higher final letter grades compared to points-based courses.