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Implementation of ungrading in the pharmacy curriculum
Elizabeth Monson1, Sydney Armbrust1, Allison Hursman2
1College of Health Professions, North Dakota State University, PO Box 6050, Fargo, ND 58108-6050, United States of America.
Currents in Pharmacy Teaching & Learning
|October 8, 2024
Summary
Ungrading, an alternative assessment, uses feedback instead of grades to boost motivation and learning. Pharmacy students reported feeling better prepared for advanced experiences after ungrading implementation.
Area of Science:
- Pharmacy education
- Educational assessment
- Student well-being
Background:
- Ungrading offers an alternative to traditional grading, emphasizing feedback to enhance student motivation and learning.
- This approach aims to reduce student stress and anxiety associated with conventional assessment methods.
Observation:
- Four pharmacy faculty integrated ungrading into didactic and lab courses using strategies like formative feedback and peer assessment.
- Faculty and student surveys were conducted at a Midwest School of Pharmacy to evaluate the impact of ungrading.
Findings:
- Faculty reported varied satisfaction and stress levels with traditional grading, while students felt more prepared for advanced pharmacy practice experiences (APPEs) under ungrading.
- Ungrading practices positively influenced student motivation, learning, and overall well-being.
- Student surveys indicated that ungrading may enhance preparedness for APPEs.
Implications:
- Alternative assessment strategies like ungrading can be a valuable option for pharmacy schools.
- Rethinking student assessment is crucial, especially with a growing emphasis on student wellness and maximizing learning outcomes.
- Ungrading may foster deeper learning and intrinsic motivation in pharmacy students.
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