Slide DeckSince the beginning of the pandemic, both Open Pedagogy and Ungrading are gaining traction in pedagogical conversations. Proponents of both focus on how each can increase equity in the classroom - traditional grades have been shown in the research to actively harm students and are not always accurate measures of learning, while open pedagogy provides opportunities for student empowerment and agency by increasing student voice and choice in the classroom. Both ungrading and open pedagogy, in my opinion, work hand in hand as pedagogies of care in the classroom, as both pedagogies require the development of a relationship of trust between students and instructors.
This session will begin with an overview of the concept of ungrading then segue into how I employ ungrading in assessing an open pedagogy project in a general education science course, mostly using self-evaluation and feedback/revision strategies.
By attending this session, attendees will be able to:
- Become familiar with the concept of ungrading and alternative assesment strategies
- Understand the potential value in ungrading open pedagogy projects
