Ungrading

Ungrading is an educational approach that prioritizes learning and student well-being over traditional grading systems. It moves away from assigning numerical or letter grades and instead focuses on providing qualitative feedback, fostering student self-reflection, and building a collaborative learning environment. The central tenet of ungrading is that grades often undermine intrinsic motivation and can hinder the development of deep understanding. It emphasizes process and growth, encouraging students to focus on the learning journey rather than solely on achieving a particular score. This method fosters a student-centered approach where teachers become facilitators of learning rather than evaluators, promoting a more equitable and supportive classroom environment.

Ungrading meaning with examples

• Professor Anya implemented ungrading in her history course. Instead of exams and papers, students engaged in collaborative projects and self-assessments. Anya provided detailed feedback on their work, highlighting areas for improvement and celebrating their progress. Students reported feeling less anxious and more engaged with the material. This fostered a deeper understanding of historical concepts, ultimately improving their critical thinking and historical analysis.
• The high school English department piloted ungrading for one semester. Teachers used rubrics for clarity, but did not assign letter grades. Students received feedback via weekly conferences and digital portfolios. The teachers noticed an increase in student participation and a decline in test anxiety. Students expressed a feeling of freedom to explore their creative writing skills without the pressure of external evaluation, allowing them to be more expressive.
• In a software engineering course, the instructor embraced ungrading. Students worked in teams on coding projects. He provided continuous feedback on their code, design, and teamwork. Instead of a final exam, students participated in a final presentation. This focused on their learning and progress throughout the course. Students demonstrated a comprehensive understanding of software development principles, showing the effectiveness of ungrading.
• The art teacher incorporated ungrading by emphasizing process over product. Students were encouraged to experiment with different mediums and techniques, receiving feedback during in-class critiques. Rather than a final grade, they presented portfolios showcasing their artistic growth. The portfolio approach gave students a chance to show their development and how they improved over the semester, displaying a high degree of creativity.