Implementing Ungrading in Undergraduate Exercise Physiology

Abstract

Natural science faculty are increasingly experimenting with alternate modes to assess student learning. Ungrading, popularized by Susan Blum’s edited anthology of the same name, gives instructors freedom to move beyond traditional grades for a more complete understanding of student learning. Ungrading is a student‐centered approach to assessment of learning which focuses on student self‐reflection and metacognition, and limiting instructor bias. Ungrading can be useful in physiology education by incentivizing intrinsic motivation and attention to understanding instead of memorization. Reducing grade anxiety allows students in exercise physiology to focus on understanding and applying course content.In spring 2020, ungrading was implemented in an upper division undergraduate exercise physiology course taught over 4 weeks (N=19). In previous sections, students often commented that their grade did not reflect how much they learned. The purpose of ungrading was to more closely align grades with student learning. The lecture portion of the course occurred as a flipped classroom with small group meetings. In class, students asked and answered questions, discussed primary research, and interpreted physiological data to better understand and apply course material. Students were given details about ungrading at the beginning of the course, read selected essays about ungrading, and discussed their impressions of the new system with the instructor. One student had previous experience with ungrading.Students completed two guided self‐evaluations to describe their learning and reflect on their challenges and successes. Twice during the course students met individually with the instructor to receive feedback about their self‐evaluations and overall performance. During the mid‐term meeting, students set specific goals to work towards for the remainder of the course.Student self‐reflections (n=19) and student opinion surveys (n=15) were used to evaluate the ungrading practice. 89.4% (n=17) of the students indicated they agreed or strongly agreed that their learning was enhanced by ungrading. 100% of students agreed or strongly agreed that they valued their learning during the course. 87% (n=13 of 15) indicated the amount they learned in the course was excellent or good. 93% (n=14 of 15) rated the evaluative techniques and grading as excellent or good. Qualitative analysis of open‐ended reflection questions revealed students felt they were more easily able to apply knowledge with less grade based anxiety. Students reported increased curiosity and a deeper understanding of content when revising mistakes or misconceptions in their work. The instructor found ungrading very effective in improving student engagement with and understanding of course content. Overall, ungrading was effective for encouraging a deeper understanding of course content and aligning course grades with student learning.