Abstract:

The awarding of grades or marks to student work is traditionally considered a fundamental feature of assessment. Yet the research evidence indicates that in many cases grades are not effective tools for measuring learning; they reduce motivation, and get in the way of learning. An alternative approach is "ungrading," in which grades are replaced with feedback. This paper first summarises current research literature on grading vs ungrading. It then describes how an ungrading approach was applied in a third year undergraduate module: grades and marks were entirely removed from all assignments, and replaced with formative feedback provided through strategies such as individual feedback, peer evaluation and self-assessment. The study explored how students reacted to a module without grades, and how ungrading impacted student performance and affected student and staff workloads. Following positive preliminary findings, the paper finally suggests some strategies for effective implementation of ungrading in undergraduate classes.

Keywords:

Assessment, grading, ungrading, formative feedback, peer evaluation, self-assessment, engagement.