Category: ungrading

You may remember Robin from such stories as Camosun Story #7 (SO long ago) and Becoming Unravelled: a reflection.  Robin is both a faculty member in the Community, Family & Child Studies (CFCS) program as well as an Educational Developer in the Centre for Excellence in Teaching and Learning.  A few weeks ago, I sat down with Robin to talk about his journey into ungrading, foreshadowed by his Unravelled post.

“This journey for me began when I started with CETL last year. I facilitated the book club with a book about ungrading already assigned, and then wrote my reflection blog post. But for awhile now I’ve been grappling with how to make sure everything I do aligns with my principles of teaching and learning, and wondering how we can grade students for their efforts when grading is not at all an objective measurement of their learning.”

Robin’s work with the book club clarified that he was not alone in struggling with having to assign grades. “Students are supposed to make mistakes, try things out, and practice” and grading them at every step along the way may not encourage them to continue in that ongoing learning whether that grade is “good” or not.  And when Robin read the ungrading book he realized that he had already been doing quite a bit of ungrading. “For example, in the CFCS diploma, we have practicum courses that aren’t graded – those courses are assessed as complete or not complete and the assignments all align with that. Students are expected to meet learning outcomes to a level where they’re ready to practice independently in the community.  So, if an assignment doesn’t reflect that ability, we ask them to redo it and explain how they can improve.” But what Robin realized was that the other courses students take were not preparing them for that practicum learning experience, although within those graded courses, Robin was providing assignments that were NOT graded.  “For example, if students are doing presentations, they will for the most part receive an A because they are taking a risk by standing up and speaking and you don’t want to discourage them.”  But the conversations Robin had in book club helped him realize that ungrading was important for every assignment. As a result, Robin decided to move a class he had taught many times completely into the world of ungrading for the following Fall term.

“The course I ungraded is CFCS 110, Foundations for Practice, and is a first semester course in a two-year diploma program. Melissa (another ungrader) shared some examples of wording she used to describe ungrading to students, and I made some modifications to my course using those examples. I got rid of any of the one and done assignments and made sure all assignments were formative.” Robin noted that ungrading research discusses how ungrading is both positive for students and disruptive, because it is a radical change from how they are used to being assessed. Communicating clearly and regularly with students is, therefore, essential to build their comfort with ungrading.  “At the very beginning of the course, I described the ungrading process to students and gave them a document describing the reasons for ungrading, what some of the problems are with grading, and why this could be valuable to their learning. I explained that I would give them regular feedback on their assignments, but they wouldn’t receive a letter grade for their assignments. I also clarified how redoing assignments would work to meet the course expectations.”

Robin chose to provide audio feedback to students so that they could hear his voice explaining clearly what he saw that they were doing well in the assignment, and places that they could improve for the next assignment or for a resubmission if that was needed. “Audio feedback is easy to create, can be more detailed, and supports building a relationship with the learner much better than written feedback.”

Robin also met with students individually right before the midpoint of the course, taking class time to do so. “That took a couple weeks to complete.  I intended to meet again with each of them towards the end of the semester, but I did not manage that this time around.” While time consuming, Robin feels this piece of the switch to ungrading is critical, to build trust in the feedback process, and making sure he was always following through with his commitments to them.

Because self-reflection is an important component in ungrading, Robin had his students reflect on their progress at both the midpoint and the end of the course. “When you ask students to assign a letter grade for themselves, you reserve the right to adjust it, which opens the door to a conversation if there’s disagreement.”  Robin asks things like: How do you see yourself progressing over the semester? Have you responded to feedback from one assignment for the next? “In my past courses students have often been dragged down by a weak assignment at the beginning of the semester meaning their final grade may not reflect where they’ve come to by the end of the semester. None of that is a factor with the ungrading process because their letter grade is based on how they see themselves progressing and what they’ve learned by the end of the course.”

Whether you use ungrading or not, students need to receive a letter grade, and Robin wondered how students would assess themselves – would they all give themselves an A+?  “I came to two conclusions. First was that letter grades, no matter how hard we try, are subjective measures of something, and not necessarily learning, so why am I worried about what grade students are assigning? Second was that research says students are typically harder on themselves with their grades that we are, and I found that was true in many cases, where students assigned themselves a letter grade which was lower than I would have.”

Robin also puzzled over the disconnect between ungrading and having to assign a grade.  “If I tell students that the letter grade system is subjective for instructors to assign, how can I expect them to assign themselves a grade? So, I discussed that apparent contradiction with students and provided them with a clear rubric. And I know some ungrading instructors will build that rubric with students, so they have even more of an understanding of what it is that they’re working towards.” Another challenge Robin has with letter grades is how they turn education into something that is ranked.  “In real life, after they complete college, students will go to work, get feedback on the work they do, and use that feedback to improve – that’s the way our whole world works.  So why don’t we make sure that we’re aligning that with how we’re teaching here?”

Robin was happy with how his first foray into ungrading went. “I received positive feedback from students both during the course and at the end. In fact, I had one student tell me that she felt like she had never learned in school before, but now she felt like she was learning.  She could focus on the content and not worry about meeting the instructor’s expectations in order to get the right grade.”

Even beyond improving student learning, Robin found that “the process of reviewing student assignments and giving them feedback was so much more enjoyable and productive than it has been for me in the past. Being able to simply focus in on the feedback, and not have to worry about how my feedback connected with a letter grade, wasn’t only freeing, but it was much better aligned with how I see effective education.” And students were excited to receive his feedback.  “Students told me that in the past they have been anxious and worried about looking at their feedback, but now they were looking forward to it so that they could improve their next assignment.”

I asked Robin if he had spoken to any of his colleagues about ungrading. “Colleagues agree with me about the incongruity between letter grades and the work we’re trying to do as instructors. But they wonder: Will students be motivated? Will they be confused by the lack of grading? But the nice thing about ungrading is that there are many ways to implement it.” Although Robin cautions, implementing ungrading is more work for the students. “Students may be redoing an assignment instead of just moving on to the next one and reflecting on their experience and learning process. But I’ve never had such consistent attendance as I had this last semester, probably because the assignments were designed such that students needed to be in the classroom, engaging with the material and each other, in order to successfully complete them.”

I wondered what advice Robin might have for faculty wanting to try out some ungrading. “I’m really privileged because in my program, there are no multiple sections of classes and faculty are all working with the same cohort of students, so we don’t have the pressure for every course section to be similar. But I think there are some guiding principles that are helpful. First, be transparent. Talk with your students about what you’re doing and why, laying it out clearly for them and following through with your commitments to them.” Second, start small.  “Try revising one or two assignments to be ungraded rather than your entire course.”  And third, consider the time commitment. Set expectations on how often you meet with students and discuss feedback with them, as well as due dates for resubmitted assignment to help you manage your time.

What is the future of ungrading for Robin? “I have a hard time imagining myself not using it in the future. Next time I teach a letter grade course my plan is to ungrade it. If I can do it in a first semester course, I can do it anywhere else in the program. And I will continue to talk with my colleagues about if and where they might want to try ungrading out.”  But will he change anything?  “Yes. There were quite a few students at the end of the semester who still had to resubmit assignments, so I need to be clearer about the resubmission process to help students stay on track a bit better. And I want to find space for more individual meetings with students.”

In the end, Robin says he was surprised, but gratified, to see the shift in how students responded to assignment feedback.  “I didn’t change the way I was giving feedback – audio feedback, focusing on positives – I just removed the grade and thus the pressure on students. The only difference was removing that letter grade.”