Month: May 2019

Ungrading, a term that suggests the opposite of grading, has long been associated with the idea of purposefully eliminating or minimizing the use of points or letters to assess student work. Schinske and Tanner (2014) have provided “evidence that accuracy-based grading may, in fact, demotivate students and impede learning” (Schinske & Tanner, 2014, p. 165). … Continue reading Ungrading: Transformation in teaching and learning (Part 5) →

Once one develops a system for implementing a pedagogical intervention, there's an underlying hope that it will work at least one more time. Cue the crying laughter. I thought once I had figured out the ungrading process, it could be used with every exam. What I forgot was the years of practice I've had simply … Continue reading Ungrading: Reframing the Experiment (Part 4) →

Synopsis/Reflection – Experiential Learning: Summary, Reflection and Praxis Experiential learning has been the major hallmark of my formal higher education in many ways. From my experience in the 5th grade when I shadowed my sister during her music theory and application classes at Southwestern University to my undergraduate and first graduate degrees in Chemistry to … Continue reading 5R Adult Learning Assignment 7: Experiential Learning →

There's a major difference between wanting to accomplish something pedagogically and actually implementing it. I forget this important little fact every time I attempt something new. And every time, learning the tacit knowledge needed to implement my vision feels like recreating the wheel. Ungrading was both the same and a different kind of experience than … Continue reading Ungrading: The first exam (Part 3) →