A Study of Ungrading in Upper-level Political Theory Courses

Abstract

This paper presents results from qualitative student reflections from three upper-level courses taught using the “ungrading” pedagogy. This is a pedagogy that emphasizes student learning and self-evaluation by omitting quantitative grades, replacing them with a structure where students evaluate themselves and define their own grades for the course. This work draws on comments taken from student reflections and personal accounts of the course design and outcomes presented as a comprehensive reflection on the pedagogy. The goal of these reflections is to present the advantages and challenges of using such a system and a firsthand account for instructors who are interested in alternative grading schemes. Overall, students found ungrading to be initially worrying, but ultimately rewarding. Student work improved and individual students reflected on the innovative nature of the class, providing concrete suggestions for future iterations.