A collaboration event with Learning Design and Research-Informed Teaching & Learning Affinity Groups
The best assessments support robust learning by providing a means of consolidating and processing information, promoting reflection and metacognition, and motivating students towards deep learning. Yet critics suggest that mainstream assessment and grading practices often undermine learning and heighten inequalities by creating undue stress for learners and leading students to prioritize grades at the expense of learning. In light of these concerns, “ungrading” — including varied approaches to assessment and feedback that de-emphasize grades — has become a growing trend and buzzword in higher education. Ungrading aims to harness students’ intrinsic motivation, mitigate bias in grading, and provide students with more meaningful feedback that enhances learning. But what does ungrading really look like in practice?
This event, jointly hosted by the Research-Informed Teaching & Learning (RITL) and Learning Design HILT Affinity Groups, will summarize the scholarly research informing the “ungrading” movement and explore the implications of ungrading for teaching and learning in higher education. Participants will have the opportunity to collaboratively analyze interdisciplinary case studies of ungrading practices. Additionally, we will share resources and approaches that you can implement in your own professional practice as instructors or education developers.
Note: this event will be held in person in Longfellow 319 (13 Appian Way, Cambridge, MA), with an opportunity for networking following the event. Register here via this link!
With your Harvard email, you can request to join the RITL mailing list and the Learning Design Slack group.
LOCATION:Zoom STATUS:CONFIRMED DTSTART:20220505T193000Z DTEND:20220505T203000Z END:VEVENT END:VCALENDAR