“Students Feel More Dignified"

Alternative Grading and Self-Assessment in Online Courses

Abstract

Judging, marking, and ranking students is a common practice in higher education, though the pervasive dependence upon grades to dictate a student’s success or failure has come under increased scrutiny. While “ungrading” and alternative grading practices are endorsed by progressive educators, there are few systematic, empirical studies of student responses to nontraditional grading. This study analyzed student reports of the benefits, challenges, and suggested improvements for “ungrading” using peer and self-assessment in two fourth-year undergraduate courses (N = 87).  Student responses were overwhelmingly positive; notable positive effects of ungrading include increased motivation, decreased stress, and improved connection with peers. Challenges included being too self-critical and needing the guidance of a rubric for a gauge of where students stand in the course. Implications of this study include suggestions for freedom from the restriction, stress, and competition associated with grades, and the potential to move toward a postsecondary experience characterized by authenticity and intrinsic motivation.