Traditional grading incorporates practices, such as mathematical precision, accumulation of points, averaging performance over the course, and grading for behaviors, such as lateness, effort, or participation. These practices have come under scrutiny as inequitable since biases underlying these principles may benefit more privileged students. Awarding or deducting points for behaviors, such as lateness, may elicit faculty bias in grading. The purpose of this presentation is to review the findings of the implementation of specifications grading into graduate nursing courses in a nursing education program.