Accessible Ungrading

Pedagogy Oct 2024

Molly E. Ubbesen ; Aaron Bruenger ; Bronson Lemer

Abstract

Abstract At the University of Minnesota, Rochester, a small health sciences school, writing faculty piloted their own versions of ungrading catered to the accessibility needs of students. Ubbesen experimented with what she calls “credit-based assessment” where students receive a zero through four score on all assignments. Bruenger experimented with assigning credit or no credit to all assignments. And Lemer experimented with not assigning grades at all until the final required one. This article describes these ungrading schemes, analyzes student responses to them, and promotes ungrading as an accessible practice for teachers and learners.

Journal: Pedagogy
Published: 2024-10-01
DOI: 10.1215/15314200-11246287
Open Access: Closed
Topics: disability studies

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Cites in this index (2)

Poe et al. (2016)

Guest Editors’ Introduction: Toward Writing Assessment as Social Justice: An Id…

College English
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Research in the Teaching of English

Also cites 2 works outside this index ↓

Carillo (2021)

The Hidden Inequities in Labor-Based Contract Grading

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Inoue Asao, B. 2015. Antiracist Writing Assessment Ecologies:…

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