two notes:

1) I would argue that most questions we are asking students in technical courses shouldn't have right and wrong answers...it communicates the wrong thing and reinforces the assumption that technical work is 'getting the right answer' for students. College level technical teaching should work beyond that norm towards using 'right answers' for decision making

2) While there are similarities and they are often used interchangably, standards based, mastery based, and specifications grading are not exactly the same thing.