Rethinking Student Assessment: Ungrading Solutions and Resources
Explore the concept of ungrading in student assessment, its implications, and practical solutions. Discover ways to shift from traditional grading systems to foster intrinsic learning and growth. Dive into resources for further exploration and implementation.
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Presentation Transcript
I have never let my schooling get in the way of my education. --Mark Twain ungrading: Rethinking student assessment Twitter: @jballred jeff.allred@hunter.cuny.edu
Think/Pair/Share on un/grading: [jot for 2 minutes, chat for 2 minutes] Why do you grade? What are the best and worst aspects, for you or for students, of your current grading regime? What s the most memorable instance of your own being graded? It could be positive or negative, and it could be scholastic or extracurricular (ex-pageant queens, I m looking at you!). What do you imagine happening if you graded less, or not at all?
Whats the trouble with grading? Grades : students :: hammer : nails Extrinsic v. intrinsic learning: Grades are extrinsic and lead to minimax strategy in instrumental behavior. (Kruglanski, Stein, Riter) Thus school becomes a game in the crudest sense Grades are the thinnest form of description
Ungrading: some solutions Self-evaluation: What grade did you earn? What did you learn? How did your thinking/writing develop from week 1 to week 15? Grade-free zones: try to carve out categories or periods of time that are ungraded, even if the course as a whole generates a grade. Simplified rubrics/minimal grades: following Peter Elbow, create simple 3x3 rubrics and 3 or 4-tier scales to replace percentages or A-F scale.
Further Resources: Links on ACERT site s page for this event. #ungrading on Twitter Jesse Stommel s site: jessestommel.com Susan Blum s ethnography, I Love Learning; I Hate School : An Anthropology of College. Starr Sackstein s book Hacking Assessment: 10 Ways to Go Gradeless in a Traditional Grades School.
