From Grades to Growth: Ungrading in the Teacher Education Classroom

• In Event: AERA Roundtable Session Saturday 8:00 am Four Seasons Ballroom 2-3
  In Roundtable Session: Portfolios and Reflection in Teaching and Teacher Education SIG Roundtable Session (Table 4)

Abstract

This paper explores ungrading as an alternative approach to assessment in an teacher education course. As a teacher educator, I am concerned with my students’ increasing attention to grades, rather than growth towards a professional teacher identity. Self-reflection and an ongoing growth mindset are central to a teacher’s future success and to their work with students. In this study, I have redesigned a required elementary education course to center reflection and growth, by removing numerical and letter grades and shifting grading to a collaborative process. Data from this study includes coursework, surveys, and interviews. Findings revealed that student engagement increased while stress and anxiety related to grades decreased, alongside improved instructor-student relationships and overall greater student ownership of the learning process.

Author

• Meghan Phadke, Miami University (OH)