Ungrading’s Impact on Learning in Higher Education

• In Event: AERA Roundtable Session Wednesday 4:20 pm Four Seasons Ballroom 1
  In Roundtable Session: From Access to Engagement: Designing Inclusive Learning Environments for Diverse Student Populations (Table 10)

Abstract

Ungrading, which shifts the focus from traditional grading to holistic evaluation, presents a promising alternative that aligns with the universal design for learning framework. This study explores the adoption of ungrading in higher education online courses at a large public land grant university in the Southeast. Through a mixed-methods study involving thirteen graduate students, the research examines the impact of ungrading on student engagement, learning effectiveness, and perceptions of the learning environment. Preliminary findings suggest that ungrading reduces stress, shifts focus toward mastery, supports interest-driven learning, and promotes student autonomy. This study contributes to discussions on pedagogical innovation in higher education and advocates for a shift towards assessment methods that emphasize learning and improvement over traditional grading schemes.

Authors

• Daniela Kruel DiGiacomo, University of Kentucky

• C. Sean Burns, University of Kentucky

• Jennifer Pusateri, University of Kentucky

• Katherine Ritchie, University of Kentucky