Creating an Inclusive Mineralogy Classroom: Alternative Assessment Approach
Explore how to build inclusivity in mineralogy education through alternative assessment strategies, focusing on ungrading principles. Learn about implementing ungrading, its impact on student learning, and the assessment cycle in this innovative teaching method.
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Building an Inclusive Mineralogy Classroom through Alternative Assessment Katy Johanesen Associate Professor of Geology Juniata College Earth Educators Rendezvous 2022 1
Mineralogy at Juniata College Mineralogy at Juniata College Shrinking number of geoscience majors Shift in Gen Ed curriculum to be more deliberate about learning outcomes Moved Mineralogy from a specialists-only class to a Gen Ed option Also Covid-19 and all the 2020 stress need to reduce pressure! 2
What is What is Ungrading Ungrading? ? Removing or de-emphasizing grades in the learning process Why? Focus on student learning learning rather than ranking ranking students Shift from extrinsic to intrinsic motivation Blum, S. D., & Kohn, A. (2020). Ungrading: Why rating students undermines learning (and what to do instead). West Virginia University Press. Butler, R. (1988). Enhancing and undermining intrinsic motivation: The effects of task involving and ego involving evaluation on interest and performance. British journal of educational psychology, 58(1), 1-14. 3
My My Ungrading Ungrading Plan Plan No numerical or letter grades on assignments, quizzes, or tests Lots of written feedback on everything, tracked through LMS Periodic student reflections describing learning, goals, and estimating course grade Periodic one-on-one conferences to discuss reflections and negotiate course grade 4
Language Matters Language Matters Grading language Exam Quiz Learning language Demonstration of Learning Mineral Show Reading Check Knowledge Check Achieving the learning outcomes, meeting your goals Getting a grade 5
My Assessment My Assessment Cycle Cycle Weekly Exercises, K + R checks Mineral ID + shows Reflections Term Project Feedback Demonstrations of Learning Conferences 6
What Happened? What Happened? Students Students Students did the work! Some said they worked harder because there wasn t a good enough grade Almost all said they felt less pressure/stress about the course Some said they felt more free to learn or more focused on learning the material (rather than on grades) 7
What Happened? What Happened? Instructor Instructor I had a better sense of what barriers were affecting students than in past semesters My reaction to students struggling had changed: less frustration, more concern I had more flexibility to accommodate students who experienced major life disruptions 8
What Happened? Instructor What Happened? Instructor Alternative language forced me (and students) to think honestly about the purpose of assignments and assessments, placed emphasis on learning The ~6 hours I would normally spend on grade spreadsheets were instead spent on interactions with students or student work! Un- grading does not take more (or less) time than grading, but it was more satisfying. 9
Lessons Learned Lessons Learned Have a clear structure or parameters. Take the time to work through it with students. Less is more. Allow time for the reflection process. Trust students and you will live a longer, happier life! I believe you I believe you 10
Lets talk Ungrading! email me: johanesen@juniata.edu johanesen@juniata.edu 11
