Abstract
The traditional grading system used in education has come under scrutiny, with educators and scholars questioning its effectiveness and exploring alternative approaches. This research paper examines the concept of “Ungrading,” a radical philosophy challenging conventional grading systems, and its potential to transform education. The paper begins with an overview of the current grading system in the United States, highlighting its drawbacks and the need for change. It then delves into the meaning and principles of ungrading, exploring its advantages and disadvantages. Two case studies and the author’s personal experience at the University of Illinois Urbana-Champaign provide empirical evidence. The paper concludes with a discussion of the research gaps in the field and offers recommendations for future research. By questioning the benefits of traditional grading and considering alternative assessment approaches, educators can reimagine the learning process and promote student-centered education.
Presenters
Mostafa HanafyStudent, PhD, University of Illinois Urbana-Champaign, Illinois, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Designing Social Transformations
KEYWORDS
Rethinking Grading, Alternative Assessment, Ungrading, Higher Education, Assessment Approaches, Evaluation
