"With math, where there are right or wrong answers, you could grade according to an objective standard." -- Sad noises. I realize that's your student's thought about math, but it makes me think we math people need to do a better job with telling the story of how our discipline works.
Also - I think it's ok to foment a little rebelliousness in students about traditional grading. At the very least I would hope students feel comfortable asking instructors why their grading systems are built they way they are built, traditional or otherwise. In fact the traditional systems deserve the greatest scrutiny from students because those are the ones least challenged. Any real change in higher ed is going to start with students asking simple but pointed questions, I think.
Thank you! Yes, I have lots of thoughts about the divide students perceive between STEM and humanities work…
I do feel like the fomenting rebellion part is tricky! I love student rebellion; I think we need more of it. But I obviously don’t want it to create difficulties for colleagues who are doing the best they can within some very broken systems. I also know that some faculty choose not to reject traditional grading for a lot of valid reasons (see this piece from the Chronicle for an example: https://www.chronicle.com/article/academe-has-a-lot-to-learn-about-how-inclusive-teaching-affects-instructors). I do think we all, collectively, have to start having these conversations.
To your point, if the conversations are more open, I think it would all feel less threatening. For sure, my approach is inevitably a challenge to the status quo, but the hope is that the challenge sheds some light that illuminates for everyone.
I think most folks don't want to dictate their approaches for others, but if we stay silent and siloed, those conversations never happen. Loved how you modeled the kind of reflection that helps us be more thoughtful and intentional in the work.
I’m so intrigued by ‘ungrading.’ I graduated from a college that is over 50 years old and never, not once, employed grades. We could, if we requested, receive a narrative evaluation of our semester’s work. We did a ton of writing in most classes, plus experiential work and self-designed pursuits. Now that I’ve been a professor for 30 years, I’m really interested in understanding how ‘ungrading’ sees its history. My college was one of maybe 15 US colleges that dropped or never used grades. Is there any interchange, discussion, solution-sharing between ungrading proponents working at traditional institutions and the professors who have been ‘ungrading’ at ‘alternative’ colleges (some for decades)?
Thanks for this--what a cool experience! I'm not an expert on the grading literature. I have seen some pieces about ungrading mention colleges and universities that are already gradeless, and I could name a couple. But I've mostly seen them referenced as a way to push back against the idea that the institutional adoption of ungrading is unfeasible. I would love to see us learning more from the wisdom at these institutions.
"With math, where there are right or wrong answers, you could grade according to an objective standard." -- Sad noises. I realize that's your student's thought about math, but it makes me think we math people need to do a better job with telling the story of how our discipline works.
Also - I think it's ok to foment a little rebelliousness in students about traditional grading. At the very least I would hope students feel comfortable asking instructors why their grading systems are built they way they are built, traditional or otherwise. In fact the traditional systems deserve the greatest scrutiny from students because those are the ones least challenged. Any real change in higher ed is going to start with students asking simple but pointed questions, I think.
Thank you! Yes, I have lots of thoughts about the divide students perceive between STEM and humanities work…
I do feel like the fomenting rebellion part is tricky! I love student rebellion; I think we need more of it. But I obviously don’t want it to create difficulties for colleagues who are doing the best they can within some very broken systems. I also know that some faculty choose not to reject traditional grading for a lot of valid reasons (see this piece from the Chronicle for an example: https://www.chronicle.com/article/academe-has-a-lot-to-learn-about-how-inclusive-teaching-affects-instructors). I do think we all, collectively, have to start having these conversations.
To your point, if the conversations are more open, I think it would all feel less threatening. For sure, my approach is inevitably a challenge to the status quo, but the hope is that the challenge sheds some light that illuminates for everyone.
I think most folks don't want to dictate their approaches for others, but if we stay silent and siloed, those conversations never happen. Loved how you modeled the kind of reflection that helps us be more thoughtful and intentional in the work.
Great series. I downloaded the Substack app exclusively to follow it and have shared with colleagues. Thanks for your work!
Thanks, Paul! I appreciate the share. Hope it will be helpful for you and your colleagues!
I’m so intrigued by ‘ungrading.’ I graduated from a college that is over 50 years old and never, not once, employed grades. We could, if we requested, receive a narrative evaluation of our semester’s work. We did a ton of writing in most classes, plus experiential work and self-designed pursuits. Now that I’ve been a professor for 30 years, I’m really interested in understanding how ‘ungrading’ sees its history. My college was one of maybe 15 US colleges that dropped or never used grades. Is there any interchange, discussion, solution-sharing between ungrading proponents working at traditional institutions and the professors who have been ‘ungrading’ at ‘alternative’ colleges (some for decades)?
Thanks for this--what a cool experience! I'm not an expert on the grading literature. I have seen some pieces about ungrading mention colleges and universities that are already gradeless, and I could name a couple. But I've mostly seen them referenced as a way to push back against the idea that the institutional adoption of ungrading is unfeasible. I would love to see us learning more from the wisdom at these institutions.