The ostensible originality of ungrading
This article contributes to the emerging literature about ungrading within Higher Education across disciplines in the anglosphere. The piece offers a critical take on the apparent originality of ungrading practices. Such practices appear on a spectrum, from minor adjustments to summative grades by a...
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| Published in | Educational philosophy and theory Vol. 57; no. 4; pp. 364 - 373 |
|---|---|
| Main Author | |
| Format | Journal Article |
| Language | English |
| Published |
Abingdon
Routledge
21.03.2025
Taylor & Francis Ltd |
| Subjects | |
| Online Access | Get full text |
| ISSN | 0013-1857 1469-5812 |
| DOI | 10.1080/00131857.2024.2440478 |
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| Abstract | This article contributes to the emerging literature about ungrading within Higher Education across disciplines in the anglosphere. The piece offers a critical take on the apparent originality of ungrading practices. Such practices appear on a spectrum, from minor adjustments to summative grades by alternating the numerical with the alphabetized form or vice versa, to replacing grades on a module via oral and/or written feedback. Whilst ungrading may prima facie appear original, contrary to the claims of many of its contemporary proponents, this critical discussion argues that it does not involve sufficient reflection upon the telic aims of the university apparatus; namely, in the awarding of a classified degree or Grade Point Average, nor upon the implicated role of the educator, in a manner befitting genuinely transgressive practice. To supplement the growing research on ungrading, this article argues that adopting game theory may help sharpen future ungrading practices to be more critically reflective, and perhaps original. |
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| AbstractList | This article contributes to the emerging literature about ungrading within Higher Education across disciplines in the anglosphere. The piece offers a critical take on the apparent originality of ungrading practices. Such practices appear on a spectrum, from minor adjustments to summative grades by alternating the numerical with the alphabetized form or vice versa, to replacing grades on a module via oral and/or written feedback. Whilst ungrading may prima facie appear original, contrary to the claims of many of its contemporary proponents, this critical discussion argues that it does not involve sufficient reflection upon the telic aims of the university apparatus; namely, in the awarding of a classified degree or Grade Point Average, nor upon the implicated role of the educator, in a manner befitting genuinely transgressive practice. To supplement the growing research on ungrading, this article argues that adopting game theory may help sharpen future ungrading practices to be more critically reflective, and perhaps original. |
| Author | Dhillon, Sunny |
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| Cites_doi | 10.5688/ajpe8850 10.1515/9781400848485 10.3138/jelis-2021-0062 10.1086/448181 10.1177/0027432117720380 10.1080/02602938.2015.1053429 10.1515/9780804778855 10.37514/PER-B.2019.0216.0 10.29173/cmplct8731 10.1080/87567555.1993.9926781 10.1177/14697874221093640 10.2307/589281 10.7202/1070606ar |
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| SubjectTerms | Creativity critical theory Education feedback Game theory Higher education Nongraded Student Evaluation Ungrading |
| Title | The ostensible originality of ungrading |
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