Ungrading: The Case for Abandoning Institutionalized Assessment Protocols and Improving Pedagogical Strategies

Abstract

Our current grading system assumes everyone starts at approximately the same place. This assumption presumes uniformity and impartiality to be inherent in our school system. We argue that this is not the case. This work explores the evolution of grading systems and the integration of new technologies in education, focusing on the development of more inclusive, dynamic, and adaptable teaching and assessment strategies. Key methods include diversified assessments, experiential learning approaches such as problem-based learning and the generated question learning model, and the incorporation of artificial intelligence (AI) in hyperflex learning strategies. The proposed work astutely identifies the critical flaws within the modern grading system and puts forth a compelling solution: shifting the focus towards assessing students’ improvement scores. This approach not only offers a progressive path forward, but also significantly enhances equity by holding students accountable for their knowledge gaps while promoting a more comprehensive evaluation. Additionally, creative engagement techniques, such as mock banking reward systems, are employed to enhance student motivation and participation. AI-facilitated formative assessments and personalized learning plans are also discussed, emphasizing the importance of real-time insights into student progress and the provision of flexible personalized learning environments. This comprehensive approach to education fosters student ownership of learning, promotes active participation, and equips students with essential lifelong learning skills. Moreover, a more accurate assessment of student learning and progress would be fostered, thus creating a paradigm shift from the currently flawed grading system.