Rebel Grading! Adopting Ungrading Approaches for Your Classroom

Emma Dosmar and Julia Williams, Rose-Hulman Institute of Technology

It is documented that grades often do more harm than good, focusing students on scores rather than on deep learning. A study that tracked student learning in relation to grades and feedback given found that interest and overall performance were highest when students received feedback in the absence of grades (Butler, 2011). When students received a grade or a grade in addition to feedback, the presence of that grade seemed to undermine student interest in the course material and overall performance in the class (Butler, 2011). Additional studies have demonstrated that indeed grades have three predictable effects on student behavior: students show less interest in learning, show preferences for easier tasks, and demonstrate shallower thinking (Grolnick & Ryan 1987; Kohn, 2021). In this workshop, we will introduce ungrading approaches and help attendees plan two ungrading interventions based on a current class:  adapting an existing assignment to an ungraded approach and revise a current syllabus to incorporate ungrading strategies.  As part of the workshop, attendees will have the opportunity to work in small groups with the facilitators in order to address the promises and pitfalls associated with the transition to upgrading. As a result of this workshop, participants will learn how to cultivate student support for the ungrading process, adapt a course assignment to an ungraded approach, revise a course syllabus to incorporate upgrading strategies, and work with facilitators experienced in ungrading approaches to learn the promises and pitfalls of ungrading.