-- Peter M. Senge, The Fifth Discipline

We must deprogram our students and their experiences regarding grades and what they communicate about compliance and extrinsic motivation! The challenge is to restore the internalization of the "joy in learning." #UngradingSlowChat

http://twitter.com/dbuckedu/statuses/1289937608148045824

@alepauloue Yes, that is understandable. But the main issue is that the supposed benefits of grades on motivation are temporary and lead to surface learning as opposed to deep conceptual understanding. Check out @alfiekohn -- https://t.co/AE88c5dtm4. #UngradingSlowChat

http://twitter.com/dbuckedu/statuses/1290369043065602054

@AlyceWeikel Good point, Alyce! I've had students express concerns over their inability to know "how they're doing" in the course because they see grades as markers of progress/mastery. My goal is to transform the conversation over their perspective of self-mastery. #UngradingSlowChat

http://twitter.com/dbuckedu/statuses/1289946062333992962

@dbuckedu #Ungrading changes the conversations between students + themselves, students + teachers + students + students. Since our language + discourse influences so much of how we think + act, shifting the conversation is no small thing. It may be one of the biggest. #UngradingSlowChat

http://twitter.com/MrAustinA2/statuses/1289626033629491201

@dbuckedu #Ungrading changes the conversations between students + themselves, students + teachers + students + students. Since our language + discourse influences so much of how we think + act, shifting the conversation is no small thing. It may be one of the biggest. #UngradingSlowChat

http://twitter.com/MrAustinA2/statuses/1289626033629491201

@dbuckedu and once they get to the end of the Orientation week and they see a pile of points in the Gradebook, they can tell how the whole semester will go from there. they have a blog already full of posts, no grades, and a clear view ahead too! :-)
#UngradingSlowChat

http://twitter.com/OnlineCrsLady/statuses/1290663799784198144

@dbuckedu Beautiful! I'll share some of the issues my students and I have had and how I've tried to combat them. https://t.co/Cs0bXKitQp and I'll try to share sites from here, too: https://t.co/F4lCdQeXAM #UngradingSlowChat

http://twitter.com/JoyKirr/statuses/1291046567349280768

@dbuckedu Great point here. There's a lot of initial trust building to be done in ungrading spaces because students are waiting for the other shoe to drop because of the harm they have experienced in other spaces. This level of unlearning requires safety. #UngradingSlowChat

http://twitter.com/MrAustinA2/statuses/1290091779862085632

@dbuckedu Great point here. There's a lot of initial trust building to be done in ungrading spaces because students are waiting for the other shoe to drop because of the harm they have experienced in other spaces. This level of unlearning requires safety. #UngradingSlowChat

http://twitter.com/MrAustinA2/statuses/1290091779862085632

@ElyseEA yes absolutely! @dbuckedu & I just started up this month's #UngradingSlowChat today (Aug 1!) and a lot of the folks who've been participating in past months are writing instructors. I would really enjoy connecting up with #NWP to share ideas, resources etc https://t.co/T5s0nDHqUl https://t.co/Ol5VRzlp1A

http://twitter.com/OnlineCrsLady/statuses/1289651203861708800

@Goodman_Writes that is such a great way to express it, and that question of identity can be turned into positive potential too, which is where support and feedback come in.
I know in my classes, I would hope students move from "I'm an ABCDF-student" to thinking: I'm a writer!
#UngradingSlowChat

http://twitter.com/OnlineCrsLady/statuses/1290284376115290117

@Goodman_Writes that is such a great way to express it, and that question of identity can be turned into positive potential too, which is where support and feedback come in.
I know in my classes, I would hope students move from "I'm an ABCDF-student" to thinking: I'm a writer!
#UngradingSlowChat

http://twitter.com/OnlineCrsLady/statuses/1290284376115290117

@jenperillo I really like this way of thinking about ungrading as new ways to experience success!
success can take so many forms after all, and that experience of success might turn out to be different for every student, but it's a powerful experience whenever it happens.
#UngradingSlowChat

http://twitter.com/OnlineCrsLady/statuses/1289941261479079940

@jenperillo This fall, I'll be attempting to build on those "structures" that you mention--the idea of labor. Through a labor-based grading contract, my students will be able to track, record, and reflect on (& be motivated by) the labor they achieve throughout the course. #UngradingSlowChat

http://twitter.com/dbuckedu/statuses/1289941134580490246

@jenperillo Your last line of helping each student find their own structure is key. This can be great in online learning as students don't feel as compelled to do what others are, especially in k12. #UngradingSlowChat

http://twitter.com/AlyceWeikel/statuses/1289942949522939905

@JoyKirr Great point! There's an awesome conversation happening over at #UngradingSlowChat where we're discussing the benefits of #ungrading.

Our August topic: The Student Perspective. Would love to have you join!

Here are August's Qs -- https://t.co/LaLFYojAuk https://t.co/mqpv3oLqQ2

http://twitter.com/dbuckedu/statuses/1291043641503502341

@JoyKirr Great point! There's an awesome conversation happening over at #UngradingSlowChat where we're discussing the benefits of #ungrading.

Our August topic: The Student Perspective. Would love to have you join!

Here are August's Qs -- https://t.co/LaLFYojAuk https://t.co/mqpv3oLqQ2

http://twitter.com/dbuckedu/statuses/1291043641503502341

@JoyKirr Thank you SO much for sharing your experience & expertise, Joy! #UngradingSlowChat

http://twitter.com/dbuckedu/statuses/1291047818929614850

@KWMathias Glad to see you in #UngradingSlowChat, Keith! As long as @OnlineCrsLady is willing to remain our resident expert, we'll keep it going! BTW, I'll be emailing you some of the stuff I've got going for ENGL-121 in the fall. 😃

http://twitter.com/dbuckedu/statuses/1289596209607266304

@KWMathias yes!!! it helps so much to pick just a few words that you know are key for you so that you can use them really consciously and repeatedly from the start.
students are managing those different cultures in different classes: all with their own vocabulary!
#UngradingSlowChat

http://twitter.com/OnlineCrsLady/statuses/1290648463902990336

@KyrieElissa @thrivebody_mind @dan_guberman Hello! Our August #UngradingSlowChat has just begun -- we'd love to have you join. @OnlineCrsLady has been curating our chat's resources and questions from June/July. Perhaps you can make use of this #ungrading information -- https://t.co/ZSTKSw09DV.

http://twitter.com/dbuckedu/statuses/1289596745203118083

@mpwinslow @OnlineCrsLady @perusall Great point! I’ll be having students use the @hypothes_is plugin in my @pressbooks to annotate our Charter for Compassion, which will guide our labor-based approach and our interactions with one another. #UngradingSlowChat

http://twitter.com/dbuckedu/statuses/1290651266801192962

@mpwinslow @perusall yes!!! putting a syllabus up for annotation/discussion is powerful
@remikalir has some great notes about using @hypothes_is to do that too
https://t.co/Yc8fNINAlO
https://t.co/2Mg3J4DG4K
Remi, are those best links? you're the go-to person for this strategy :-) #UngradingSlowChat

http://twitter.com/OnlineCrsLady/statuses/1290650490578046978

@mpwinslow @perusall yes!!! putting a syllabus up for annotation/discussion is powerful
@remikalir has some great notes about using @hypothes_is to do that too
https://t.co/Yc8fNINAlO
https://t.co/2Mg3J4DG4K
Remi, are those best links? you're the go-to person for this strategy :-) #UngradingSlowChat

http://twitter.com/OnlineCrsLady/statuses/1290650490578046978

@mpwinslow Great point! It’s interesting to chart the pedagogical focus on student agency and choice that follows instructors who teach without grades. It’s as if they go hand-in-hand! #UngradingSlowChat

http://twitter.com/dbuckedu/statuses/1289587121901023240

@mpwinslow I really like thinking about STRUCTURE like this... one of the things that is most frustrating about grades is that they don't really give students a structure at all: it gives them (arbitrary) goal to aim for, but without way to structure the learning process
#UngradingSlowChat

http://twitter.com/OnlineCrsLady/statuses/1289948168432390144

@OnlineCrsLady "[No] single theory seems to adequately explain all human motivation. The fact is that human beings in general and students in particular are complex creatures with complex needs and desires." -- Williams & Williams, Research in Higher Education Journal #UngradingSlowChat

http://twitter.com/dbuckedu/statuses/1289941511019196416

@OnlineCrsLady @AsaoBInoue @NCTE_CCCC I'm grateful to the people in this chat + beyond doing vital #ungrading work, which I used to support some of the most vulnerable students in my state. While others were silent, I was able to use your work to stop a terrible policy from being implemented. #UngradingSlowChat

http://twitter.com/MrAustinA2/statuses/1290347359554109445

@OnlineCrsLady @AsaoBInoue @NCTE_CCCC I'm grateful to the people in this chat + beyond doing vital #ungrading work, which I used to support some of the most vulnerable students in my state. While others were silent, I was able to use your work to stop a terrible policy from being implemented. #UngradingSlowChat

http://twitter.com/MrAustinA2/statuses/1290347359554109445

@OnlineCrsLady @AsaoBInoue @NCTE_CCCC Last year, I was part of a state curriculum team + members of that team wanted to make mastery of "standard English" a graduation requirement, which I opposed, vehemently. The team eventually disbanded as a result, but these beliefs are all over our schools. #UngradingSlowChat

http://twitter.com/MrAustinA2/statuses/1290345680800813057

@OnlineCrsLady @AsaoBInoue This is the vital part of the conversation. The @NCTE_CCCC special committee's demands for Black linguistic justice edify @AsaoBInoue's work on the damage that grades + "standards" do to those outside of the dominant discourse. #UngradingSlowChat

https://t.co/k0VskW9A5u

http://twitter.com/MrAustinA2/statuses/1290341387955822592

@OnlineCrsLady @Goodman_Writes Here's a nice blog posting about identifying as a writer! -- https://t.co/ujglHsPRpT #UngradingSlowChat

http://twitter.com/dbuckedu/statuses/1290299461709836288

@OnlineCrsLady @grammasheri Instead of a huge grade book, why not organize it by learning outcome/strand and then use the micro assignments to acknowledge when the outcome was met? #ungradingslowchat

http://twitter.com/technolandy/statuses/1290734249486594049

@OnlineCrsLady @KWMathias Agreed—consistency of language is important to head off any student confusion/frustration. #UngradingSlowChat

http://twitter.com/dbuckedu/statuses/1290651724789755905

@OnlineCrsLady @mpwinslow @professorhurley I don't know this piece, but that's why I'm here! Thanks for the recommendation + resource. #UngradingSlowChat

http://twitter.com/MrAustinA2/statuses/1290095563438870529

@OnlineCrsLady @mpwinslow So many things are meant to get students to substitute the representation or simulation of agency for the real thing. This makes me think of Alfie Kohn's arguments about many rubrics: they give the illusion of ungrading, but are actually doubling down on it. #UngradingSlowChat https://t.co/xJSHh5ffWd

http://twitter.com/MrAustinA2/statuses/1290089271697711106

@OnlineCrsLady As @MrAustinA2 mentioned earlier, the #ungrading conversation is something we’re all happy to have found. It is certainly an example of a caring, sharing, and helpful community!! #UngradingSlowChat

http://twitter.com/dbuckedu/statuses/1291040995652632578

@OnlineCrsLady Great idea! I'll be asking students to complete a "Contract Check-In" every 4 weeks to ascertain their labor commitments and whether they need adjusting. They'll also reflect on their labor goals. Simple Google forms that make it easy for me! #UngradingSlowChat

http://twitter.com/dbuckedu/statuses/1290301633306402817

@OnlineCrsLady Like the student role in pushing professors to use #OER in place of costly commercial textbooks, maybe we can foment the same student response to push their professors to adopt #ungrading!! #UngradingSlowChat

http://twitter.com/dbuckedu/statuses/1289958018277429250

@OnlineCrsLady Right on! This an early conversations I have with preservice teachers: assessment, grading + feedback are part of the "relationship ecology" in our classrooms + an area where we have a lot of agency. We don't have to focus on grades + make it adversarial. #UngradingSlowChat

http://twitter.com/MrAustinA2/statuses/1289646314095951872

@OnlineCrsLady That's great to see! I've found every student is different & will possess their own perspective of #ungrading. Sometimes, they just need time to process or just simply observe how it works. The wonder of feedback without the punishment of grades usually works! #UngradingSlowChat

http://twitter.com/dbuckedu/statuses/1290663214599086080

@OnlineCrsLady This reminds me of @KenBain1's 3 types of learners. Surface fear failure, want to survive. Strategic want high grades, memorize facts & what the professor wants. Deep want to understand, to apply knowledge to new problems & contexts. We need more deep learners! #UngradingSlowChat

http://twitter.com/dbuckedu/statuses/1290302920328491009

@OnlineCrsLady This reminds me of @KenBain1's 3 types of learners. Surface fear failure, want to survive. Strategic want high grades, memorize facts & what the professor wants. Deep want to understand, to apply knowledge to new problems & contexts. We need more deep learners! #UngradingSlowChat

http://twitter.com/dbuckedu/statuses/1290302920328491009

@OnlineCrsLady When I've put my syllabus on @perusall I've gotten interesting comments and questions from students about #ungrading. Also starts the course off with interaction, and students read syllabus! #UngradingSlowChat

http://twitter.com/mpwinslow/statuses/1290648582517858305

@OnlineCrsLady Yeah -- I think of all the wasted time/effort discussing grades, grading requirements, penalties, averages and rounding up/down -- all the wasted conversations when we could be discussing learning and growth! #UngradingSlowChat

http://twitter.com/dbuckedu/statuses/1291017614861508609

@OnlineCrsLady Yes! If there were ever a time when #ungrading could have a deep impact on student learning and student self-efficacy, it's NOW!! #UngradingSlowChat

http://twitter.com/dbuckedu/statuses/1289597630704541696

@thrivebody_mind @dan_guberman I'm checking out #ungrading and #ungradingslowchat

http://twitter.com/KyrieElissa/statuses/1289551316709081089

#UngradingSlowChat
A1: When students focus on feedback rather than a grade, they can see themselves as capable writers (many for the first time). One of my top goals in teaching composition.

http://twitter.com/Goodman_Writes/statuses/1289667188203204608

#UngradingSlowChat
A1: My students have consistently remarked they feel they are putting *more* effort into their work with ungrading, because they feel they can focus on the work itself and not grades. (1/2)

http://twitter.com/jenperillo/statuses/1289936467930816512

#UngradingSlowChat
A2: Some students definitely struggle with the loss of grades that can manifest in loss of motivation overall. The key I've found is reframing what ungrading actually provides and helping individual students find structures that facilitate their success. https://t.co/QXkK2vUgYO

http://twitter.com/jenperillo/statuses/1289938512465207296

#UngradingSlowChat A1: The ability to focus on the learning experience and the untapped potential of learners rather than the punitive deficit focus of grading.

http://twitter.com/Anna_Ogunnaike/statuses/1289943049884372992

#ungradingslowchat A2: I imagine there could be unexpected identity work. "I'm a A/B/C/D/F student" is limited but familiar while something like "I'm always growing in this practice" is more ambiguous & doesn't rank/track. Value can be seen outside of performance & compliance.

http://twitter.com/Goodman_Writes/statuses/1290105138854666243

#UngradingSlowChat Q1: much more meaningful student projects. Some of my students tackled things in their lives that really meant something to them.

http://twitter.com/mpwinslow/statuses/1289581134670467074

A1: Learning in a gradeless environment--themes from Ss are freedom to fail, opportunities to take risks, a refocusing on learning rather than point accumulation, & the power of giving/receiving feedback. Check out more Ss reflections-- https://t.co/3DFoC96qtE #UngradingSlowChat https://t.co/5hLxyNN4Ev

http://twitter.com/dbuckedu/statuses/1289579751796072451

A1: Removing the grading aspect of an activity allows Ss to set their own goals and priorities and personalize their final products in different ways. #UngradingSlowChat

http://twitter.com/AlyceWeikel/statuses/1289653461911388160

A1: Removing the grading aspect of an activity allows Ss to set their own goals and priorities and personalize their final products in different ways. #UngradingSlowChat

http://twitter.com/AlyceWeikel/statuses/1289653461911388160

A1...there are SO MANY benefits I've seen:
*students can focus on learning and using feedback
*less stress and anxiety
*mistakes are opportunities to become more self-aware, improve, grow
*encouragement to take risks and try new things

#UngradingSlowChat

https://t.co/T5s0nDHqUl https://t.co/t83Mj8ipDf

http://twitter.com/OnlineCrsLady/statuses/1289588657540612096

A2: "People are born with intrinsic motivation, self-respect, dignity, curiosity to learn, joy in learning. The forces of destruction begin with toddlers--a prize for the best Halloween costume, grades in school, gold stars--and on up through the university."#UngradingSlowChat https://t.co/WLwNYjeAB2

http://twitter.com/dbuckedu/statuses/1289936987445583872

A2: A challenge could be associated with students who are enrolled in a course with no grades, along with other courses that employ conventional grading. Can they transfer the intrinsic approach to learning to their experiences in these traditional courses? #UngradingSlowChat https://t.co/WceSaiCdQ8

http://twitter.com/dbuckedu/statuses/1289953156907044864

A2: A major challenge involves the rerouting of student motivation over grades & points accumulation toward an intrinsic one that taps into their natural curiosity to explore and learn. The absence of a pedagogy of fear--the insertion of a pedagogy of empathy! #UngradingSlowChat https://t.co/DkJMXoXf50

http://twitter.com/dbuckedu/statuses/1289947645293678593

A2: Removing grades forces a shift not just in a single course, but in the student’s entire disposition toward learning. It’s hard, and is a lot to ask, especially if they only encounter one or two courses where this happens. That’s why we need more #upgrading #UngradingSlowChat https://t.co/iTgucjDfgD

http://twitter.com/KWMathias/statuses/1290027506842492928

A2: Ss want to know how their final (school-required) grade is figured. They also sometimes struggle to break the habit of working toward an A or whatever arbitrary grade they wish rather than setting other goals like growth, interest, etc.#UngradingSlowChat

http://twitter.com/AlyceWeikel/statuses/1289940603397013505

A3 re: progress, I am required to turn in a final grade. I use a microassignments/points-based approach so students can easily track their progress and be in total control of the final grade:
Microassignments and Completion-Based Grading
https://t.co/ueJISECN6d
#UngradingSlowChat https://t.co/FaZj6B9NJq

http://twitter.com/OnlineCrsLady/statuses/1290287175104421892

A3: I use all-feedback-no-grades approach... all that real feedback (from me, from other students) is wide-ranging, messy, but also fun, real, personal, focused on each student's individual work on its own terms.
learning about feedback is part of the learning!
#UngradingSlowChat https://t.co/sGrTFcCmjc

http://twitter.com/OnlineCrsLady/statuses/1290286283504283649

A3: Since I'll be using a labor-based grading contract this fall, my students will be able to track their labor by submitting "Completion Declarations" which will then be updated with a checkmark in Canvas. Am using this idea from @OnlineCrsLady! 🙏 #UngradingSlowChat https://t.co/FrP2shxB9G

http://twitter.com/dbuckedu/statuses/1290300311610044416

A3: Since we are addressing students' perceptions of progress, perhaps we need to resee the conversations we have about "quality" or "mastery" -- in that, the students should be encouraged to establish personal goals for learning and what is "success." #UngradingSlowChat https://t.co/mSFOHAK0Xn

http://twitter.com/dbuckedu/statuses/1290300937341296643

A4 I'm not a big syllabus person (I have an Orientation Week instead: https://t.co/NR3izNE3Kg), but for ongoing communication, I rely on the Mindset Cats, which emphasize growth, learning, feedback, etc.
random cats here on the homepage: https://t.co/cMiPIUXss4
#UngradingSlowChat https://t.co/PHhUZXvSkz https://t.co/QPO764Ugnw

http://twitter.com/OnlineCrsLady/statuses/1290643625307713539

A4: For ongoing communication, perhaps it's useful to have students "check-in" about the #ungrading approach. Regular reflection is essential--what's working for you? what motivates you? what do you need more/less of in this course? how can I help? #UngradingSlowChat https://t.co/NIj96cC7Dx

http://twitter.com/dbuckedu/statuses/1290659317352456192

A4: I introduce whichever approach I’m using (labor, mastery, “all feedback,” etc.) with a few short paragraphs explaining why we’re taking that approach. #UngradingSlowChat https://t.co/Stgrst08Xp

http://twitter.com/KWMathias/statuses/1290647723721527299

A4: It's essential to communicate to students. This fall, I'll be using a Pressbook where my first 3 chapters are a "Charter for Compassion," an explanation of labor-based grading contracts from @AsaoBInoue, & my own contract details. https://t.co/EqnSq0co0M #UngradingSlowChat https://t.co/TMBbMTHVtr

http://twitter.com/dbuckedu/statuses/1290646650013261838

A5 I make sure to be explicit about the WHY of ungrading: I see grading as harmful ("good" and "bad" grades are all harmful as I see it), and I hope that students can learn about and explore new ways of thinking about grading so they can protect themselves.
#UngradingSlowChat https://t.co/l1j84NVGNg

http://twitter.com/OnlineCrsLady/statuses/1291010339291758592

A5: It's all about encouraging our students with a growth mindset that will help them become deep learners-- that learning is a journey not a letter, failures shouldn't be avoided but welcomed, it's okay to take risks, a 15-week semester isn't the whole story! #UngradingSlowChat https://t.co/tqSk576tLT

http://twitter.com/dbuckedu/statuses/1291014266506694656

A5: Speaking of transfer, it's awesome when students realize that they can be the same student in other courses as they are in a gradeless one! Instead of being defined by grades, they have the power to be the student that they are, the one with self-efficacy. #UngradingSlowChat https://t.co/F4Lz9dcc48

http://twitter.com/dbuckedu/statuses/1291019011338178568

A6: "[Students’] mindsets as to the probability of success will influence their excitement or frustration facing the task and thus, ultimately, their motivation." --Gregory & Kaufeldt, The Motivated Brain

Paging the zone of proximal development!

#UngradingSlowChat https://t.co/HLTK26okKd

http://twitter.com/dbuckedu/statuses/1291400684684955651

A6: I’m trying out weekly process blogs this semester. Students write about what they did (or did not) do in a given week, making their labor and learning visible. #UngradingSlowChat https://t.co/jNcZwmvLo1

http://twitter.com/KWMathias/statuses/1291430455158415367

A6: It's essential that students reflect on sources of motivation besides grades. "Motivation is probably the most important factor that educators can target in order to improve learning." --Williams & Williams, Research in Higher Education Journal #UngradingSlowChat https://t.co/CAoyNsAIbA

http://twitter.com/dbuckedu/statuses/1291375375763865600

A6: something I really like about teaching my classes with blog networks is that there is opportunity for reflection, and for sharing reflections, all the time - and not just about grades but about every aspect of the class.
notes here: https://t.co/VGlJwAeOjT
#UngradingSlowChat https://t.co/QO8IwpTOZ7

http://twitter.com/OnlineCrsLady/statuses/1291371331636940802

A6: These reflective practices--
➡️Labor Journals: Ss describe & gauge their labor according to scope, intensity/engagement, & meaning.
➡️Labor Contract Check-Ins: Ss take stock of their labor and adjust the levels as needed.
➡️Labor Support Groups: 5 Ss each
#UngradingSlowChat

http://twitter.com/dbuckedu/statuses/1291374280492670976

A6: These reflective practices--
➡️Labor Journals: Ss describe & gauge their labor according to scope, intensity/engagement, & meaning.
➡️Labor Contract Check-Ins: Ss take stock of their labor and adjust the levels as needed.
➡️Labor Support Groups: 5 Ss each
#UngradingSlowChat

http://twitter.com/dbuckedu/statuses/1291374280492670976

AGREE. and I really like the way that the purely practical matter of grading/not-grading then opens the door to the more important conversations like this: what is learning? how do you set goals? what difference do you want school to make in your life?

#UngradingSlowChat https://t.co/0CCbbUzWFd

http://twitter.com/OnlineCrsLady/statuses/1291015637419077637

Agreed! When the only audience is the teacher, no wonder students do not exhibit ownership over their opinions or thoughts. Learning for one's own edification is the key result of removing the compliance of grades. #UngradingSlowChat https://t.co/3E9K2SkYTA

http://twitter.com/dbuckedu/statuses/1289938200081776641

and a personal goal for me is for the grading aspects of the class to just DISAPPEAR... so when I look at students' reflection posts, I'm glad to see it's just about the reading, writing etc
although sometimes I see them stressing about grades in other courses!
#UngradingSlowChat https://t.co/cbFQ2BZ64X

http://twitter.com/OnlineCrsLady/statuses/1290661343343841286

and by following thread to thread to thread from @MarcKissel's tweet, I ended up here with another great item to share for #UngradingSlowChat ... thank you @AcademicBatgirl! https://t.co/Vq3J8QbTYv

http://twitter.com/OnlineCrsLady/statuses/1291040747907579905

and here's one for #UngradingSlowChat today :-) https://t.co/L25HZeK32U

http://twitter.com/OnlineCrsLady/statuses/1290672162853072897

and here's the resources page with a Diigo Library of materials for #Ungrading:
https://t.co/iZYdvMjTMc
you'll see I just added Remi's "annotated syllabus" idea... slowly but surely I'm bookmarking. the #UngradingSlowChat is a good prompt for me to bookmark and add useful stuff https://t.co/2n9zP8JAXb

http://twitter.com/OnlineCrsLady/statuses/1290657072720351235

http://twitter.com/OnlineCrsLady/statuses/1291846847628292098

and today I start prepping Fall classes. I had a great time this summer working on Tiny Tales, but now I'm shifting focus back to school & I'll be curating more content at Diigo.
perhaps useful for #ungrading: my Diigo feedback library! https://t.co/Yz8l0Ra2bJ
#UngradingSlowChat https://t.co/emt5w0n9FU

http://twitter.com/OnlineCrsLady/statuses/1289597503445307392

another great example of where K-12 and higher ed face similar concerns: grading sets up an adversarial relationship for students and teachers of all ages ... I vote for agency and co-learning instead of adversarial graded/grader :-)
#UngradingSlowChat https://t.co/SxBOUbbjcJ

http://twitter.com/OnlineCrsLady/statuses/1289646690312454144

August #UngradingSlowChat continues this week, and here's Monday's question:
Q3 How does ungrading change the way students perceive their learning and class progress? (or: what changes do you hope to see?)

our focus this month is the student perspective:
https://t.co/NjFPRPjQaZ https://t.co/zaUaSd7a5G

http://twitter.com/OnlineCrsLady/statuses/1290285312191561733

August #UngradingSlowChat continues:

Q4 What are some good strategies for communicating about #ungrading in a course syllabus? In the first week of the course? Ongoing?

... slow chat is about everybody chiming in at their own best time; all Qs here: https://t.co/NjFPRP2fjr https://t.co/RT4TayL9wp

http://twitter.com/OnlineCrsLady/statuses/1290642180202213376

August #UngradingSlowChat continues:

Q4 What are some good strategies for communicating about #ungrading in a course syllabus? In the first week of the course? Ongoing?

... slow chat is about everybody chiming in at their own best time; all Qs here: https://t.co/NjFPRP2fjr https://t.co/RT4TayL9wp

http://twitter.com/OnlineCrsLady/statuses/1290642180202213376

Biggest benefits: We have discussions around LEARNING and don't have discussions about grades (until the end of each term). A1
Challenges: Students still want to know their grade (esp. 1st term). A2
Changes: More students revise writing multiple times!! A3
#UngradingSlowChat

http://twitter.com/JoyKirr/statuses/1291047795110092808

David shared his students' reflections in thread, and I've collected student comments about un/grading in end-of-semester evaluations for many years which you can read through here: https://t.co/Ku5aePv8R7
short version: very positive responses from students

#UngradingSlowChat https://t.co/7TnfiBSTdG

http://twitter.com/OnlineCrsLady/statuses/1289590595623833602

doh! I forgot to include #UngradingSlowChat in the thread :-) https://t.co/pBAakwewhQ

http://twitter.com/OnlineCrsLady/statuses/1289936464495558657

EXACTLY... instead of all those convos that are not productive for learning (instead, they are arguments about power), ungrading can shift the conversation to conversations about learning instead, and the actual goals of the class for both students and teachers
#UngradingSlowChat https://t.co/QaKtQO7sme

http://twitter.com/OnlineCrsLady/statuses/1291018196724649984

http://twitter.com/OnlineCrsLady/statuses/1291039949991682052

for #UngradingSlowChat: my ungrading strategy relies on microassignments - students choose what to do and record completed work in Gradebook. because of MANY choices, Gradebook is huge, so I'm VERY grateful for James Jones's Canvas adjust-all-dates script! https://t.co/72sQgxcKRg https://t.co/XYb1JGSD1B

http://twitter.com/OnlineCrsLady/statuses/1290699972468514817

for #UngradingSlowChat: my ungrading strategy relies on microassignments - students choose what to do and record completed work in Gradebook. because of MANY choices, Gradebook is huge, so I'm VERY grateful for James Jones's Canvas adjust-all-dates script! https://t.co/72sQgxcKRg https://t.co/XYb1JGSD1B

http://twitter.com/OnlineCrsLady/statuses/1290699972468514817

for #UngradingSlowChat... but be warned: reading this will make you mad. it makes me mad anyway.
standardized testing should NOT be the normalcy that we restore.

quote “Students said, ‘So much has been taken from us — prom, senior trips. Please do not take this normalcy away." https://t.co/eyqTafT10T

http://twitter.com/OnlineCrsLady/statuses/1290101929729617920