Affiliation:
1. Drexel University, USA
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.
Reference52 articles.
1. American Institute of Stress (2019) Stress: An epidemic among college students. Available at: https://www.stress.org/stress-an-epidemic-among-college-students (accessed 14 April 2022).
2. More than just a variable: COVID-19 and the call to complicate communication education research
3. Aslanian S, Roth A (2021) Under pressure: Inside the college mental health crisis. APM Reports, 19 August. Available at: https://www.apmreports.org/episode/2021/08/19/under-pressure-the-college-mental-health-crisis (accessed 14 April 2022).
4. The Relations of Learning and Grade Orientations to Academic Performance
5. A Change to Pass/Fail Grading in the First Two Years at One Medical School Results in Improved Psychological Well-Being
Cited by
17 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献