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Abstract Title: Evaluating the impact of grading approach and assessment structure upon students in physics courses
Abstract: Many physics education research studies aim to assess the impact of curriculum on student  learning and experience. Fewer studies examine how the specific assessment structure or the grading approach of the course impact student learning and experience. In a typical university physics course, assignments are given a letter or numerical grade and returned to the student. This potentially focuses the student on obtaining high marks and discourages them from more productive epistemological stances. In this study, we aim to employ and assess the impact of an ungrading approach where grades are not given on individual assignments and a final letter grade is determined through a scaffolded negotiation between teacher and student. Preliminary data from different sections of a 2021 Spring semester college physics course are presented in this poster, and further work is needed.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session 2 Room D
Poster Number: 2D-2

Author/Organizer Information

Primary Contact: J. Caleb Speirs
University of New England
and Co-Presenter(s)
Zinaida Gregor, University of New England
Emma Guernsey, University of New England
Jill Tenny, University of New England