“Research shows three reliable effects when students are graded: They tend to think less deeply, avoid taking risks, and lose interest in the learning itself” (Kohn, 2006).

Grading can feel transactional and penalizing for instructors and students alike, and there is some evidence that it often impedes learning. In this workshop, we will discuss practices that help instructors leverage grading and feedback throughout the semester to support students to have ownership over their learning and progress towards course objectives and their own goals. Practices we will unpack include: formalizing student self-assessment, developing feedback structures that foster growth and reflection, and using tools for “ungrading”.

All graduate students are welcome. This event grows out of concerns in the Graduate School of Education, and so may be most useful to students in related fields.

Counts toward the CETLI Teaching Certificate.