PERC 2024 Abstract Detail Page
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| Abstract Title: | Finding the Write Approach: Improving Upper-year Physics Undergraduates' Writing Skills Through Ungrading |
|---|---|
| Abstract Type: | Contributed Poster Presentation |
| Abstract: | This case study analyzes ungrading in an upper-level undergraduate course on physics and society at a large Canadian university. We used ungrading to combat students' inattentiveness to feedback from the teaching assistants (TAs) in a previous iteration of the course. Students completed six reflective writing assignments that required them to link their in-class learning to real-world examples. Since the condensed nature of the course did not allow time for a revise-and-resubmit approach to assess mastery, we applied a longitudinal ungrading approach to develop writing skills, argumentation, and critical thinking. Our analysis of historical data from both course iterations supports ungrading as a more effective evaluation practice than the traditional grading scheme used in the first iteration. |
| Session Time: | Poster Session 1 |
| Poster Number: | A17 |
Author/Organizer Information | |
| Primary Contact: |
Carolyn Sealfon Minerva University San Francisco, CA 94013 Phone: 437-886-5120 |
| Co-Author(s) and Co-Presenter(s) |
Garrick Burron, Ontario Institute for Studies in Education, University of Toronto |
