Journal article
“It made me feel like it was okay to be wrong”: Student experiences with ungrading
Active learning in higher education, p146978742210936
09 May 2022
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
This paper presents an interpretative phenomenological analysis study of students’ experiences with ungrading in the form of reflection-based self-evaluation in a college course. In the landscape of student evaluation, ungrading strategies respond to the limitations of traditional grading systems, particularly with respect to cultivating in-demand skills and capacities, such as adaptability, creative thinking, and self-management. Through in-depth interviews with eight students, this study reports on four experiential themes that characterize the switch to ungrading: de-gamification, or unsettling the “gamified” nature of evaluation in the traditional grading system; time to think and reflect, creating space for review and the deepening of learning; rich communication, or continual feedback between teacher and student; and learning community, in which students felt like they were part of a team effort rather than siloed individuals. Considerations for further research, as well as implementation of ungrading in other courses, are discussed.
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Details
- Title
- “It made me feel like it was okay to be wrong”: Student experiences with ungrading
- Creators
- Tim Gorichanaz - Drexel University
- Publication Details
- Active learning in higher education, p146978742210936
- Publisher
- Sage
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- Information Science
- Web of Science ID
- WOS:000797692800001
- Scopus ID
- 2-s2.0-85129800304
- Other Identifier
- 991019167325204721
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- Web of Science research areas
- Education & Educational Research