Moving toward Equity: Experiences with Ungrading

• Published in: Journal of education for library and information science Vol. 64; no. 1; pp. 89 - 98
• Main Authors: Rapchak, Marcia, Hands, Africa S, Hensley, Merinda Kaye
• Format: Journal Article
• Language: English
• Published: North York Association for Library and Information Science Education 01.01.2023; University of Toronto Press
• Subjects: Academic Achievement; Academic grading; Adult Basic Education; Adult Students; Classroom Environment; Classrooms; Demographic aspects; Educational Change; Educational Environment; Educational equalization; Equal Education; Evaluation Methods; Feedback; Grading; Grading and marking (Students); Higher Education; Information literacy; Information Science Education; Learning; Librarians; Library and information science; Library Education; Methods; Middle class; Pedagogy; Personal Autonomy; Power; Power Structure; Quality standards; School environment; Science education; Self evaluation; Student Evaluation; Student Responsibility; Students; Teachers; White supremacy; United States; United States > US
• ISSN: 0748-5786; 2328-2967
• DOI: 10.3138/jelis-2021-0062

This paper explores the practice of ungrading, a movement embraced by a growing number of teachers and professors who see the process of grading as disconnected and sometimes counter to the learning goals they have for their students. We discuss the limitations of traditional grading systems in the United States, mainly in the way that grading is subject to instructor preferences and reflective of white, middle-class ideals of learning. Describing the benefits of ungrading for library and information science education, we focus particularly on how ungrading can encourage a more equitable classroom environment and student autonomy. Taking an autoethnographic approach, we each describe our own evolution as teachers and how we discovered and began implementing ungrading, including the scholars and movements that influenced us. We argue that ungrading dismantles some of the power imbalance between students and professors, leading to an environment in which students take responsibility for their own learning. Ultimately, we reflect on ungrading as a more inclusive approach that encourages curiosity, growth, and freedom in the learning environment.