Ungrading
on the CUNY Academic Commons
Slides were created by Laurie Hurson with remixed content from Lindsey Albracht. Slides and are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International Public License
Workshop
Overview
Free Write & Discussion of grading
Research on Grading
Intro to Ungrading
Ungrading Practices & Examples
Assessment Model & Examples
Reflect on our own Practices
Free Write
Why do you grade?
What is the purpose of assessment for you as an educator? How does this compare to grading?
How does your assessment or grading method reflect your values as an educator?
Have you ever tried any kind of “ungrading”? What might happen if you graded less?
Reasons for Grading & Purpose of Assessment
Grades are required
Students expect to be graded
Foster student motivation and interest
Communicate with students and give feedback
Certification, or to demonstrate proficiency, rigor
What else?
Research on Grades shows…
Grades…
Source: Susan D. Blum - Ungrading: The significant learning benefits of getting rid of grades (essay)
Source: Stommel : Ungrading: an Introduction
Introducing: “Ungrading”
“Think about your students as people who are learning things for purposes.
If they are not learning for a grade, why else are they learning?”
- Susan Blum
Author of Ungrading: Why Rating Students
Undermines Learning (and What to Do Instead)
What is “ungrading”?
Ungrading: a series of practices
Grade less stuff, grade less often, grade more simply Create space for discovery and experimentation. Use a grading scale that feels less arbitrary Ask students to do work that you don't "collect."
Change how you talk about assessment: Use words like "ask" or "invite," rather than "submit" or "required." Ask students about their expectations for their work, rather than centering yours.
Invite students to a conversation about grades: Ask students how being graded makes them feel, how it affects their motivation.
Ask students to reflect on their own learning: Even if you change nothing else about how you grade, ask students when and how they learn. Ask what barriers they face. Listen. Believe the answers.
Decenter grading: Talk about what the goals are for reading, writing, discussion, research and projects.
Emphasize the entire portfolio: Engage in activities, reflection, conversation, writing, and wondering. At the end, we can assess the entire experience.
Have students develop an individual plan: Have students figure out how a class fits with their own lives, course of study and interests. Try to meet with every student to talk through preparedness, what they are eager to learn or do, and what causes apprehension.
Encourage self-evaluation: Have students develop honest standards and self-scrutiny. Every assignment is accompanied by students’ written self-assessment of their work.
Conduct portfolio conferences: End the semester with a portfolio conference. The goal is to show them their learning, by comparing their early and later understanding, a chance to review the material and suggest their own grade.
Grade less stuff, less often, more simply
Digital Storytelling: https://ct101.commons.gc.cuny.edu/syllabus/
Grade less stuff, less often, more simply
Digital Storytelling: https://ct101.commons.gc.cuny.edu/syllabus/
Change how you talk about assessment & Emphasize the entire portfolio
Intro to American Government: https://sp21pol51.commons.gc.cuny.edu/
Change how you talk about assessment & Emphasize the entire portfolio
Intro to American Government: https://sp21pol51.commons.gc.cuny.edu/
Decenter Grading
Survey of American Literature: https://americanlit307.commons.gc.cuny.edu/
Invite students to a conversation about grades
English 200: https://200wfall21.commons.gc.cuny.edu/
Ask students to reflect on their own learning & Encourage self-evaluation
Intro to American Government: https://sp21pol51.commons.gc.cuny.edu/
Think of one of your own assignments…
What are your learning objectives for this assignment?
Will the form of assessment work for students who might have different goals or interests than those you have in mind?
What about students who may need to complete the assignment different way than the assessment you’ve set up?
What changes could you make to this assignment?
Ungrading: a series of practices
Grade less stuff, grade less often, grade more simply Create space for discovery and experimentation. Use a grading scale that feels less arbitrary Ask students to do work that you don't "collect."
Change how you talk about assessment: Use words like "ask" or "invite," rather than "submit" or "required." Ask students about their expectations for their work, rather than centering yours.
Invite students to a conversation about grades: Ask students how being graded makes them feel, how it affects their motivation.
Ask students to reflect on their own learning: Even if you change nothing else about how you grade, ask students when and how they learn. Ask what barriers they face. Listen. Believe the answers.
Decenter grading: Talk about what the goals are for reading, writing, discussion, research and projects.
Emphasize the entire portfolio: Engage in activities, reflection, conversation, writing, and wondering. At the end, we can assess the entire experience.
Have students develop an individual plan: Have students figure out how a class fits with their own lives, course of study and interests. Try to meet with every student to talk through preparedness, what they are eager to learn or do, and what causes apprehension.
Encourage self-evaluation: Have students develop honest standards and self-scrutiny. Every assignment is accompanied by students’ written self-assessment of their work.
Conduct portfolio conferences: End the semester with a portfolio conference. The goal is to show them their learning, by comparing their early and later understanding, a chance to review the material and suggest their own grade.
Alternative Assessment Models
Minimal Grading: Using scales with fewer gradations to make grading “simpler, fairer, clearer” (Elbow)
Self-assessment & Process Letters: Asking students to reflect on their work and offer feedback on those reflections. Students help guide the grading of their own work.
Authentic Assessment: Having students write for real-world audiences, focusing on their intrinsic motivations
Labor-Based & Contract Grading: Grading contracts convey expectations about what is required for each potential grade. Students work toward the grade they want to achieve, and goalposts don’t unexpectedly shift.
Student-generated Assessment: drawing students into the design of assignments / assessments
Source: Stommel “Ungrading: an Introduction”
Alternative Assessment Models
Minimal Grading: Using scales with fewer gradations to make grading “simpler, fairer, clearer” (Elbow)
Self-assessment & Process Letters: Asking students to reflect on their work and offer feedback on those reflections. Students help guide the grading of their own work.
Authentic Assessment: Having students write for real-world audiences, focusing on their intrinsic motivations
Labor-Based & Contract Grading: Grading contracts convey expectations about what is required for each potential grade. Students work toward the grade they want to achieve, and goalposts don’t unexpectedly shift.
Student-generated Assessment: drawing students into the design of assignments / assessments
Source: Stommel “Ungrading: an Introduction”
Minimal Grading & Self Assessment
Students’ Self-assessment & Instructor Feedback
Alternative Assessment Models
Minimal Grading: Using scales with fewer gradations to make grading “simpler, fairer, clearer” (Elbow)
Self-assessment & Process Letters: Asking students to reflect on their work and offer feedback on those reflections. Students help guide the grading of their own work.
Authentic Assessment: Having students write for real-world audiences, focusing on their intrinsic motivations
Student-generated Assessment: drawing students into the design of assignments / assessments
Labor-Based & Contract Grading: Grading contracts convey expectations about what is required for each potential grade. Students work toward the grade they want to achieve, and goalposts don’t unexpectedly shift.
Source: Stommel “Ungrading: an Introduction”
Authentic Assessment
Intro to American Government: https://sp21pol51.commons.gc.cuny.edu/
Examples of authentic tasks:
Authentic Assessment
Linguistic Landscapes: https://ell101spring19.commons.gc.cuny.edu/
Examples of authentic tasks:
Student Generated Assessment
Digital Storytelling: https://ct101.commons.gc.cuny.edu/syllabus/
Intro to American Government: https://sp21pol51.commons.gc.cuny.edu/
Questions about Inclusivity and Access
Alternative Assessment Models
Minimal Grading: Using scales with fewer gradations to make grading “simpler, fairer, clearer” (Elbow)
Self-assessment & Process Letters: Asking students to reflect on their work and offer feedback on those reflections. Students help guide the grading of their own work.
Authentic Assessment: Having students write for real-world audiences, focusing on their intrinsic motivations
Student-generated Assessment: drawing students into the design of assignments / assessments
Labor-Based & Contract Grading: Grading contracts convey expectations about what is required for each potential grade. Students work toward the grade they want to achieve, and goalposts don’t unexpectedly shift.
Source: Stommel “Ungrading: an Introduction”
Labor-Based & Contract Grading
Inoue, 2017
Elbow & Danielewicz, 2008
Labor-Based & Contract Grading
Albracht, 2021
Drawbacks of Labor-Based & Contract Grading
Labor-Based & Contract Grading
Ozment, 2022
#Ungrading
Presentation Sources
Sources and Research on Grades & Ungrading
Commons Examples
Contract Grading Examples
Other resources
“Ungrading Resources” from Lindsey Albracht (Queens College, English)
https://docs.google.com/document/d/19iWcww3FJb4KV75VTckTzrAikdZG-YAqWMW9pFaW5hU/edit#
“Assessment Models” from Baruch College’s Center for Teaching and Learning https://docs.google.com/document/d/136NkDHSWGxMBuD2YyxVum5XJePPoq_xLhmRKu2xLJGU/edit
Ungrading Workshop from Jesse Stommel
Overview: https://docs.google.com/document/d/11O8xqsc_e1Txm-NC_1DAEvLdcFrH3dvzqZZXVORVDmQ/edit#
Slides: https://www.beautiful.ai/player/-MyhtnvDQ913y2SdUTuR/Ungrading-and-Alternative-Assessment-CUNY
“Think about your students as people who are learning things for purposes.
If they are not learning for a grade, why else are they learning?”
- Susan Blum
Author of Ungrading: Why Rating Students
Undermines Learning (and What to Do Instead)
Questions to ask when Framing Assessment as a Process
Ungrading & Building Trust
Cheating & Rigor
Ungrading: An umbrella term that encompasses a series of practices
Grade less stuff, grade less often, grade more simply: Create space in your course for discovery and experimentation. Use a grading scale that feels less arbitrary and communicates more clearly to students. Ask students to do work that you don't "collect."
Change how you talk about assessment: Ungrading works best as part of a holistic pedagogical practice. Use words like "ask" or "invite," rather than "submit" or "required." Ask students about their expectations for their work, rather than centering yours.
Ask students to reflect on their own learning: Even if you change nothing else about how you grade, ask students when and how they learn. Ask what barriers they face. Listen. Believe the answers.
Invite students to a conversation about grades: Ask students how being graded makes them feel, how it affects their motivation.
Decenter grading: Talk about what the goals are for reading, writing, discussion, research and projects.
Emphasize the entire portfolio: Engage in activities, reflection, conversation, writing, and wondering. At the end, we can assess the entire experience.
Have students develop an individual plan: Have students figure out how a class fits with their own lives, course of study and interests. Try to meet with every student early in the semester and again midway through to talk preparedness, what they are eager to learn or do, and what causes apprehension or even dread.
Encourage self-evaluation: Have students to develop honest standards and self-scrutiny. Every assignment is accompanied by students’ written self-assessment of their work.
Conduct portfolio conferences: End the semester with a portfolio conference. The goal is to show them their learning, by comparing their early and later understanding, a chance to review the material and suggest their own grade.