Season 3 Episode 2
In recent years, many faculty across higher education have raised questions about traditional grading practices, asking about the relationship between those practices and learning. Are there ways in which traditional grading—summarizing the student experience with a letter or number—takes the focus off of the learning itself? In recent years, an alternative set of practices has emerged, known as "ungrading". These practices and techniques range from contract-based grading (Inoue, 2019) to assigning no grades at al (Stommel, 2017). Wherever they find themselves on the continuum, in this episode, we hear Georgetown faculty wrestle with the nuances and complexities of assigning grades, and thoughts about their impact.
The four faculty featured in this episode—Patrick Johnson, Associate Teaching Professor in Physics; Karen Shaup, Associate Teaching Professor in English; Erika Seamon, Teaching Professor in the American Studies Program; and Milena Santoro, Associate Professor in the Department of French and Francophone Studies—followed different paths to ungrading and don’t all practice the same techniques. The conversations illustrate how ungrading doesn’t equate to a lack of feedback, or skipping assessment in courses, but instead, centralizes the feedback instructors give students instead of on the numeric grade itself. Their practices demonstrate how changes can run the gamut from small tweaks to large overhauls and encourage students to turn their attention from the outcome of grades to the process of learning.
To take a deeper dive into the literature that has informed their ungrading practices, click here to access our show notes where you will find links to resources about how ungrading can positively impact student learning, motivation, and performance (Blum, 2021; Chamberlin et al,, 2018; Heissel et al., 2021), encourage curiosity and creativity (Amabile, 2018; Rapchak et al., 2022), dismantle power imbalances between faculty and students (Rapchak et al., 2022), and humanize students (Morris, 2021; Stommel, 2021).
Click here to listen in on the experiences of these faculty and their students.
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