Even though we are still in the midst of a raging global pandemic and there’s tons of bad stuff happening, I decided nonetheless to make a substantial overhaul to my fall classes this semester. I guess we will see in time if this was a good decision or not.
I am trying out a variation on ungrading. My version will include additional reflection prompts and discussions with the students, to help them be more cognizant of their individual learning goals and how they are progressing toward them during the semester. We will check in at multiple times to see how they are progressing and see what kinds of additional or alternative supports they might need from me or fellow students. At the end of the semester, each student will make a written case to me about what grade they think they deserve and why and if it diverges greatly from my assessment of their learning, we will discuss it. If they are underselling their achievements, I will give them my higher grade; if they have an overblown idea of what they accomplished, we will have a chat (I don’t expect this to be a big issue, at least not with these students). Most students in these two classes usually get an A or A-, so I’m not overly concerned with this screwing things up too badly. The hope is that it will do two things: 1) reduce student anxiety and 2) have everyone focus more on how and what they are learning.
I got rid of all points associated with assignments in Canvas. This was the most nerve-wracking part for me. It finally felt real, even though I had been talking about it and thinking about it and planning around it for months. No points. The grade tab would be meaningless. 😳
I am teaching two graduate courses this semester, both of which I’ve taught multiple times. If I was teaching undergrads or a brand new course, I doubt I would be trying this out. Too many new things at once could be hard, and I feel like grad students are going to be easier to convince that this approach will work than undergrads (also, the undergrads I typically teach are in a teacher licensure program and they have a lot of specific requirements). This approach will probably end up taking up more time than what I used to do, but I think it will be a lot better. Grading always made me uncomfortable, and I feel like this approach is going to help me give better feedback to students and support them in better, more tailored ways.
I just finished teaching this first week and introducing the students to the concept of ungrading and walking them through the general plan. Some students seemed a bit puzzled when I talked about it and others were visibly excited (those folks seem to have recognized the term and had some familiarity with it). I think a lot of them are cautiously optimistic. For next week, they will each write up a summary of what their learning goals are for the course.
If you’re interested here’s the language I put in my syllabi around this:
I am trying out a non-traditional grading approach this semester, a variation on “Ungrading” (see Blum, 2020 for more on this). This is partly to relieve some anxiety around points and grades and also to help focus our attention on the process of learning rather than a particular letter grade. This might be in flux a little bit and your thoughts during the process would be helpful for tweaking it and making it successful for everyone. It will involve likely more effort on your part, mostly in the form of being more self-reflective about your learning throughout the semester. I will provide feedback on my observations of your learning as well as providing structure and opportunities for this reflection. Sometimes this feedback will be part of whole class discussions and sometimes it will be individualized. At any point during the semester, I would be happy to sit down and talk with you about how you feel you are progressing with the course content.
You are the person most responsible for your learning. My job as an instructor is to create and structure an environment that will facilitate this learning. I can’t do the learning for you and I also am not the person best suited to knowing whether or not you have really learned the material in a way that is consistent with your learning goals. Each of you are in this class for a different reason. The more that you can reflect on your progress toward your particular learning goals and communicate that to me, the more successful this class will be.
Learning will happen through your engagement in the class content, working on the assignments, and discussing the topics with your fellow classmates. Being fully present in class is an essential part of this process. The more you can be honest with yourself and your classmates about what you don’t understand or are struggling with conceptually, the better we will all be in terms of addressing those concerns together. Of course, not everyone will feel comfortable at first sharing with others in the class, but one of my goals is to create a learning environment in which you feel safe in openly talking about what and how you are learning and what you still need to understand.
What this will involve:
- Reflection activities about your learning goals and progressing towards those (and perhaps editing them) throughout the semester
- Self-evaluation of your major assignments and final project
- At the end of the semester you will make a written case to me about what grade you think you deserve and why and I will compare that to my assessment of your learning. If there’s a big disagreement between our assessments, we will meet and discuss.
Finally, I’d like to thank the members of our little ungrading book club in the spring of 2022 for sharing your thoughts and concerns and ideas around this. The few of you who had already tried this gave me hope for trying this out.