Ungrading: why rating students undermines learning (and what to do instead)

Figueroa, Beatriz Moya

doi:10.1007/s40979-021-00077-7

Cited by 4 publications

(2 citation statements)

References 1 publication

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“…While we asked students to self-reflect in this course, faculty must also regularly reflect on their pedagogy and its implementation, but most graduate instructors and professors are not trained educators. That is, they have expertise in their scientific areas but not expertise in teaching and pedagogy, 13 and can feel ill-equipped to change the way they teach. 16 This can result in faculty reinforcing existing hierarchies through hidden curricula, power dynamics that privilege written histories over oral histories and lived experiences, and further marginalising communities of students who are not insiders (eg, first generation, English as a second language, etc).…”

Section: Discussionmentioning

confidence: 99%

“…The CAOLC training also introduced a concept known as ‘ungrading’, which seeks to promote students as the experts of their own learning. 13 14 We aimed to deemphasise grades and instead focus on improved engagement over time, facilitated through thoughtful comments and ongoing conversations. While students submitted many group and individual assessments, the teaching team provided detailed feedback in lieu of grades.…”

Section: Revised Course Approachmentioning

confidence: 99%

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Using antioppressive teaching principles to transform a graduate global health course at Johns Hopkins University

et al. 2023

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Education systems and pedagogical practices in global public health are facing substantive calls for change during the current and ongoing ‘decolonising global health’ movement. Incorporating antioppressive principles into learning communities is one promising approach to decolonising global health education. We sought to transform a four-credit graduate-level global health course at the Johns Hopkins Bloomberg School of Public Health using antioppressive principles. One member of the teaching team attended a year-long training designed to support changes in pedagogical philosophy, syllabus development, course design, course implementation, assignments, grading, and student engagement. We incorporated regular student self-reflections designed to capture student experiences and elicit constant feedback to inform real-time changes responsive to student needs. Our efforts at remediating the emerging limitations of one course in graduate global health education provide an example of overhauling graduate education to remain relevant in a rapidly changing global order.

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Section: Discussionmentioning

confidence: 99%

Section: Revised Course Approachmentioning

confidence: 99%

Using antioppressive teaching principles to transform a graduate global health course at Johns Hopkins University

et al. 2023

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Students are Humans First

Goldrick‐Rab¹

2021

JPSS

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The COVID-19 pandemic has undoubtedly exacerbated the challenging situation facing many students in colleges and universities in the United States. To promote student success and address equity issues in higher education, there is an urgent need to treat students as humans first and attend to their basic needs. In this essay, I present evidence pointing to the fact that the pandemic has made student basic needs insecurity even worse. However, well designed and successfully implemented emergency aid programs and other innovative interventions with equity at the center can help address problems in student basic needs insecurity. I present successful examples in addressing student basic needs insecurity and call for sustained and bold actions.

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Team-based learning and English grammar: Building community and lowering affect

Launspach¹

2021

Proc Ling Soc Amer

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This paper explores the initial use of Team-Based Learning (TBL) and Ungrading approaches in a synchronous on-line basic English grammar course for non-linguistics majors. The study employs TBL and Ungrading approaches to create a supportive learning community, address students’ fear of grammar, and provide more effective formative and summative assessments. Qualitative analysis of students’ reflective writing suggests that implementation of both TBL and Ungrading has a positive effect on students’ learning experiences.

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Ungrading: why rating students undermines learning (and what to do instead)

Abstract: Book detailsBlum, S. (2020). Ungrading: Why rating students undermines learning (and what to do instead). West Virginia University Press.

Cited by 4 publications

References 1 publication

Using antioppressive teaching principles to transform a graduate global health course at Johns Hopkins University

Using antioppressive teaching principles to transform a graduate global health course at Johns Hopkins University

Students are Humans First

Team-based learning and English grammar: Building community and lowering affect

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