Ungrading after 11 weeks
Mathematics professor Robert Talbot reports on his ongoing experiment with ungrading — giving feedback and emphasizing the students’ metacognition, rather than encouraging them to fixate on “marks.” (Students who are less equipped to self-evaluate might actually benefit from the clear signposting provided by grades, so in his experience, removing grading from education does not magically remove inequities in the classroom.) I think it’s possible to have a hybrid setup in a lower-level course (like I’m teaching this summer) where the work that addresses the lower reaches of Bloom’s Taxonomy is graded using specifications with marks, while the upper levels of…