This year’s Faculty Learning Community participants are exploring “ungrading” practices – in other words, ways of moving away from grades toward feedback-oriented models of teaching. We’ll be sharing their work with the larger community as it evolves.
In the meantime… are you intrigued by the idea of “ungrading”? Would you like to learn more about the possible challenges and benefits of shifting our grading practices? We recommend that you begin by exploring the following resources:
- Ungrading – Why Rating Students Undermines Learning and What to Do Instead? (book)
- How to Ungrade? (article)
- Ungrading Workshop by PSU’s CoLab (video)
- Ungrading – a chapbook (stories and voices)
- Ungrading Resources and References (GoogleDoc)
Also, see these articles:
- Grades Can Hinder Learning, What Should Professors Use Instead (Beckie Supiano, Chronicle of Higher Education, July 19, 2019)
- To Keep the Focus on Learning, These Professors Asked Students to Grade Themselves (Beckie Supiano, Chronicle of Higher Education, March 5, 2020)
- What If We Didn’t Grade – a Bibliography
And here are a couple preliminary resources on Ungrading, created and shared by Pratt faculty:
- How to Teach Criticality in Regards to Grading and Motivate Progress Without Asking Students to ‘Grade Themselves’ by Bethany Ides (HMS – School of Liberal Arts)