Student Perceptions of Ungrading: Why Grading Less Gives Students More

• In Event: Assessing Student Learning and Academic Impact

Abstract

Research abounds on the subject of learning in higher education, with a strong focus on the motivations of students and on how best to support them in their learning. However, little research has focused on the role of alternative assessment practices to support as-good or better learning outcomes. In this study we surveyed students across a range of disciplines and across a variety of alternative assessment practices to answer this question: How do students perceive alternative assessment practices as different from conventional grading practices? Our study provides insight into students' perceptions of ungrading. Findings indicate that students associate the experience of these alternative assessments with increased agency, enhanced engagement, creative and critical thinking, and learning from feedback.

Authors

• Dennis DeBay, University of Colorado - Denver
  Presenting Author

• Joanna C. Dunlap, University of Colorado - Denver
  Presenting Author

• Wendy Bolyard, University of Colorado - Denver
  Non-Presenting Author

• Amy Hasinoff
  Non-Presenting Author

• Annika Mosier, University of Colorado - Denver
  Non-Presenting Author

• Elizabeth Pugliano, University of Colorado - Denver
  Non-Presenting Author

• Timberley Roane, University of Colorado - Denver
  Non-Presenting Author