Approaching Ungrading: First-Time Perspectives from an Online Graduate Course

Abstract

As a response to COVID-19 and a broader emphasis on the social and emotional elements of the learning experience, educators have turned to pedagogical responses that elevate care and student wellbeing. One of the ways in which this care has been facilitated is through alternative assessment practices, including ungrading. This study sought to understand the lived experiences of learners and the instructor in an ungraded online graduate course. Through semi-structured interviews, this qualitative study sought to explore the first experiences around this pedagogical approach. Participants reported that the experience led to shifts in their learning approaches, promoted greater student agency and creativity, and generally impacted their views toward feedback and reflection. The findings contribute to our understanding of ungrading and other alternative assessment practices in online courses and programs and their overall impact on learners and instructors.