Engaging Feedback: Insights From a Collaborative Self-Study of Implementing Ungrading in Teacher Education

• In Event: Teacher Education in Times of Social/Institutional Crisis

Abstract

Addressing the conference theme of “Cultivating Equitable Education Systems for the 21st Century,” this proposal shares insights from a collaborative self-study of the authors’ experiences implementing ungrading in our teacher education courses. Recognizing the role that assessment, particularly standardized quantitative assessment, can play in perpetuating educational inequities, we inquired into how we implemented ungrading in our courses to better support critical, constructivist, and responsive approaches to teaching and learning. We focus specifically on how we facilitated feedback, which is central to ungraded approaches. Analysis of our own experiences, along with student feedback, offered insights into how we continue to refine our practices to improve students’ experiences within the context of critical teacher education for justice and equity.

Authors

• Christine Beaudry, Nevada State College

• Jane Mcintosh Cooper, University of Houston

• Leslie M. Gauna, University of Houston - Clear Lake