Ungrading’s Impact on Learning and Autonomy: Insights from an Empirical Study
DOI:
https://doi.org/10.21900/j.alise.2024.1623Keywords:
ungrading, teaching and learning, Universal Design for Learning (UDL)Abstract
Library and Information Science (LIS) is an interdisciplinary field that integrates principles from various disciplines, including computer science and the humanites, positioning itself uniquely within STEM. This paper explores the adoption of ungrading in STEM-focused LIS courses and challenges grading paradigms to foster more inclusive and effective learning environments. Through a mixed-methods study involving thirteen graduate students, the research examines the impact of ungrading on student engagement, learning effectiveness, and perceptions of the learning environment. The research is ongoing, but preliminary findings suggest that ungrading reduces stress, shifts focus towards mastery, supports interest-driven learning, and promotes student responsibility for their own learning. The effects align with Universal Design for Learning (UDL) principles, suggesting that ungrading can enhance educational access and equity. This study contributes to the discourse on pedagogical innovation in LIS education and advocates for a shift towards assessment methods that emphasize learning and improvement over traditional grading schemes.
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Copyright (c) 2024 Dr. C. Sean Burns, Dr. Jennifer Pusateri, Dr. Daniela K. DiGiacomo, Katherine Ritchie
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