Ungrading: Students’ Perceptions as Learners and Educators (Poster 37)

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Abstract

This study explores how ungrading impacted undergraduate students’ perceptions of themselves as learners and future educators. Data were collected from two sections of a university mathematics education course where 61 students reflected on their experiences through final portfolio questions and grade justifications. Results indicated that the majority of students believed that ungrading allowed them to prioritize their learning over their grade. Many students expressed a positive impact on their mental health due to ungrading as well. Additionally, analysis revealed a relationship between average test scores and final student grade estimations. Overall, ungrading seems to have allowed students to prioritize themselves as learners and reflect positively with respect to their future careers as teachers.

Authors

• Alyssa Reamer, California State University - Long Beach

• Antonio Estevan Martinez, California State University - Long Beach