With universities pivoting quickly to online instruction in response to public health concerns, many teachers are considering new approaches to grading, including the prospect of ungrading—the topic of Susan D. Blum’s forthcoming edited volume in our series Teaching and Learning in Higher Education. Here we share an excerpt from the introduction to her book Ungrading: Why Rating Students Undermines Learning (and What to Do Instead).
Humans, in recent memory, invented a way of looking at students’ learning. We in the United States call it grading; in Canada, the United Kingdom, and elsewhere, they distinguish between marking on particular assignments and final grading. Though grading seems natural, inevitable, a part of the very fabric of school, it isn’t. It was created at a certain moment, for certain reasons not entirely well thought out, and then became embedded in the structures of schools for most students.
But because we invented it, we can uninvent it. We can remove it.
And many of us believe we should.Read More »