PERC 2022 Abstract Detail Page
Previous Page | New Search | Browse All
| Abstract Title: | Preliminary results from ungrading in intro physics classes |
|---|---|
| Abstract Type: | Contributed Poster Presentation |
| Abstract: | Evaluation of students is central to mainstream US society's approach to formal education. In physics classrooms, grading is typically the primary context for evaluation. Grading can serve to rank students, gatekeep, and influence students' careers and livelihoods, all in inequitable ways. It can also serve as a channel for formative feedback. Relatively recently, some educators have been turning a critical gaze towards grading and evaluative practices overall. One collection of ideas that has emerged falls under the umbrella of ungrading, the practice of de-emphasizing or removing grades as a motivating factor in formal education settings. Here I show preliminary results from a completely ungraded introductory mechanics course with 84 students. Ungrading in that course centered on self-reflection and qualitative feedback, with students assigning themselves a final grade at the end of the course. Data include FCI scores, qualitative student feedback, and other metrics. |
| Session Time: | Poster Session 1 |
| Poster Number: | I-44 |
Author/Organizer Information | |
| Primary Contact: |
Benjamin Pollard Worcester Polytechnic Institute Worcester, MA 01609 |
