Learning Community: Grading and Ungrading (4 sessions)

Why do we grade, and is it the most helpful way of promoting student learning? In this four-session learning community, we'll explore this and connected questions by reading Susan Blum's 2020 essay collection, Ungrading: Why Grading Undermines Student Learning and What to Do Instead. Through this text, you will encounter the history of grading, the theoretical framework behind ungrading, and examples of alternative practices in the higher education classroom. In our sessions, you'll evaluate the work that grading and assessment conventionally play in instruction across the disciplines, reflect on your current and past grading practices, and consider how you want to assess student work in the future. Discussion will balance engagement with the reading (about one chapter per week) and reflection on practice, toward the ultimate goal of evaluating different paradigms of assessment and grading as they contribute to student learning in a variety of settings. Please contact Rachel Wilson (rachel.wilson@yale.edu) and Gina Marie Hurley (gina.hurley@yale.edu) for more information.

This four-part series will be held on 10/30, 11/6, 11/13, 11/27.

Why do we grade, and is it the most helpful way of promoting student learning? In this four-session learning community, we'll explore this and connected questions by reading Susan Blum's 2020 essay collection, Ungrading: Why Grading Undermines Student Learning and What to Do Instead. Through this text, you will encounter the history of grading, the theoretical framework behind ungrading, and examples of alternative practices in the higher education classroom. In our sessions, you'll evaluate the work that grading and assessment conventionally play in instruction across the disciplines, reflect on your current and past grading practices, and consider how you want to assess student work in the future. Discussion will balance engagement with the reading (about one chapter per week) and reflection on practice, toward the ultimate goal of evaluating different paradigms of assessment and grading as they contribute to student learning in a variety of settings. Please contact Rachel Wilson (rachel.wilson@yale.edu) and Gina Marie Hurley (gina.hurley@yale.edu) for more information.

This four-part series will be held on 10/30, 11/6, 11/13, 11/27.

Why do we grade, and is it the most helpful way of promoting student learning? In this four-session learning community, we'll explore this and connected questions by reading Susan Blum's 2020 essay collection, Ungrading: Why Grading Undermines Student Learning and What to Do Instead. Through this text, you will encounter the history of grading, the theoretical framework behind ungrading, and examples of alternative practices in the higher education classroom. In our sessions, you'll evaluate the work that grading and assessment conventionally play in instruction across the disciplines, reflect on your current and past grading practices, and consider how you want to assess student work in the future. Discussion will balance engagement with the reading (about one chapter per week) and reflection on practice, toward the ultimate goal of evaluating different paradigms of assessment and grading as they contribute to student learning in a variety of settings. Please contact Rachel Wilson (rachel.wilson@yale.edu) and Gina Marie Hurley (gina.hurley@yale.edu) for more information.

This four-part series will be held on 10/30, 11/6, 11/13, 11/27.

Why do we grade, and is it the most helpful way of promoting student learning? In this four-session learning community, we'll explore this and connected questions by reading Susan Blum's 2020 essay collection, Ungrading: Why Grading Undermines Student Learning and What to Do Instead. Through this text, you will encounter the history of grading, the theoretical framework behind ungrading, and examples of alternative practices in the higher education classroom. In our sessions, you'll evaluate the work that grading and assessment conventionally play in instruction across the disciplines, reflect on your current and past grading practices, and consider how you want to assess student work in the future. Discussion will balance engagement with the reading (about one chapter per week) and reflection on practice, toward the ultimate goal of evaluating different paradigms of assessment and grading as they contribute to student learning in a variety of settings. Please contact Rachel Wilson (rachel.wilson@yale.edu) and Gina Marie Hurley (gina.hurley@yale.edu) for more information.

This four-part series will be held on 10/30, 11/6, 11/13, 11/27.