NIST FALCON! Beth Beason-Abmayr- "Ungrading: How to Leverage Assessment to Drive Student Engagement and Promote Learning."
Start time
October 11, 2024 04:00 PM
End time
October 11, 2024 05:00 PM
Presented By
National Institue on Scientific Teaching
Location
Online
Workshop Worth
1
Description
Join Beth Beason-Abmayr this Friday, October 11th, for a conversation about "Ungrading: How to Leverage Assessment to Drive Student Engagement and Promote Learning."
The goal of assessment should be to improve student learning. However, grades make students focus on the evaluation of their work, often limiting the learning process. Ungrading increases the focus on feedback and growth and decreases the emphasis on "points." In the Fall 2023 semester, I piloted ungrading in several Course-Based Undergraduate Research Experiences (CUREs). Although students earned a grade for the course at the end of the semester, they did not get letter or number grades for individual assignments. Student learning was assessed using qualitative, not quantitative, approaches with an emphasis on quality feedback from me, reflections/self-assessments/surveys where students think critically about their own learning, and peer review for certain assignments and activities. Analysis of reflections/self-assessments showcased evidence of learning, and feedback on an end-of-course survey highlighted student expectations and attitudes towards ungrading. Overall, students are more engaged during class and seem less stressed because they are not worried about earning as many points as possible for each assignment. In the Spring 2024 semester, I adapted this alternative grading practice in my animal physiology course as well as an additional advanced CURE and continue to refine this strategy to help students learn. Implementation of this ungrading policy in my courses fosters a collaborative environment where students are encouraged to learn and grow.
Make sure you RSVP with the CLSE and the hosting unit!
The goal of assessment should be to improve student learning. However, grades make students focus on the evaluation of their work, often limiting the learning process. Ungrading increases the focus on feedback and growth and decreases the emphasis on "points." In the Fall 2023 semester, I piloted ungrading in several Course-Based Undergraduate Research Experiences (CUREs). Although students earned a grade for the course at the end of the semester, they did not get letter or number grades for individual assignments. Student learning was assessed using qualitative, not quantitative, approaches with an emphasis on quality feedback from me, reflections/self-assessments/surveys where students think critically about their own learning, and peer review for certain assignments and activities. Analysis of reflections/self-assessments showcased evidence of learning, and feedback on an end-of-course survey highlighted student expectations and attitudes towards ungrading. Overall, students are more engaged during class and seem less stressed because they are not worried about earning as many points as possible for each assignment. In the Spring 2024 semester, I adapted this alternative grading practice in my animal physiology course as well as an additional advanced CURE and continue to refine this strategy to help students learn. Implementation of this ungrading policy in my courses fosters a collaborative environment where students are encouraged to learn and grow.
Make sure you RSVP with the CLSE and the hosting unit!
· RSVP for the workshop with the CLSE here by clicking “RSVP” in the upper right corner. If you decide not to attend, please “Cancel RSVP”.
· Also RSVP with the hosting unit (if other than the CLSE) using the event webpage linked above.
Following the workshop, email Toacca Roberts (.2384) to confirm your attendance for the full event time. If you were not able to attend the full event, email Toacca Roberts to discuss the possibility of 5001 course points.
