Ungrading

Robert Talbert shares about the principles of grading for growth on episode 510 of the Teaching in Higher Ed podcast

Students use grades and knowledge gained to evaluate their success more than degree completion. How does that stack up against administrators’ definitions and how can colleges meet students where they are?

Meaningful reform of grading is within everyone's grasp.

What are we qualified for? What are we responsible for? And why do we assess student work anyway?

You may not have heard of Ezra Stiles, but he’s the reason students today get grades – and the system hasn’t changed much in 250 years.

Starting small while thinking big

Alternative grading benefits instructors too

Changing Education by Centering Care

Because the process never ends

Implicit bias is unavoidable in ungraded courses

Three ways to elicit great participation without grading it

Learning from failure is important for instructors as well as students

Grades serve as mirrors for the structural inequities that are woven into the fabric of our educational systems. Often used for the twin purposes of comparison and competition, grades are drivers of injustice. Josh Eyler shares an excerpt from his forthcoming book dealing with one of the biggest per

A summary of some important research on alternative grading

How might we help students learn new concepts while still working on old ones in an alternative grading setup?

Finding a strategy to cultivate small moments of consistency with grading can provide faculty with a better balance between their job duties, homelife, and wellbeing.

Making alternative grading work when you don't have a semester

A tribute to a pioneer in alternative grading

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Equitable Evaluation & Grading for Growth Katie Mattaini, Tufts University katie.mattaini@tufts.edu, socials @katiemattaini Last updated 9/25/23. This is a derivative of the "Alternative Grading handout" by Drew Lewis, licensed under CC BY-SA 4.0. **Note: To navigate easily, open the outline to...

There's a three-headed monster at the heart of higher education that is eating away at the purpose of the university.

Jesse Stommel shares about Undoing the Grade on episode 483 of the Teaching in Higher Ed podcast

What did that word mean, again?!

Ungrading is an equitable practice because grades do harm. And marginalized students are the ones most harmed by grades. Finding ways to reduce that harm is imperative if equity or justice is our goal.

They seemed like good ideas at the time...

Grading for Growth Toward more humane, authentic, and trustworthy ways to evaluate student work Robert Talbert, Ph.D. Grand Valley State University Contact: Robert Talbert -- talbertr@gvsu.edu / http://rtalbert.org / LinkedIn / Twitter Slides: Grading for Growth blog: http://gradingforgr...

Robert's short list of changes and continuations for alt-grading in the new year

This is my resource page for all things #ungrading. Feel free to peruse the MENU tab at the top left. I'll be adding resources as I collect & curate them. If you have any resources that could be...