"I feel more in control of my learning experience:" ungrading as an empowering approach to competency-based gerontological teaching and learning
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View abstract on PubMed
Summary
This summary is machine-generated.Ungrading, using feedback over grades, supports gerontology students
Area Of Science
- Gerontology Education
- Pedagogical Innovation
- Competency-Based Assessment
Background
- Traditional grading in higher education presents challenges, including prematurely signaling learning completion and inequitable assessment.
- Ungrading offers an alternative, focusing on detailed feedback to assess learning competencies.
- Its application in gerontology education is underexplored but holds potential for developing a qualified aging services workforce.
Purpose Of The Study
- To explore the implementation and impact of ungrading in master's level gerontology courses.
- To assess student and instructor perceptions of an ungrading pilot program.
- To evaluate ungrading's effectiveness in fostering gerontological competencies.
Main Methods
- A pilot study employing a form of ungrading termed "grade anarchy" in three master's level gerontology courses.
- Collection of qualitative feedback from both students and the instructor.
- Analysis of student and instructor experiences and perceptions.
Main Results
- Students generally responded positively, reporting reduced stress and increased motivation.
- Some students preferred traditional grading due to perceived clarity.
- The instructor found ungrading initially challenging but ultimately freeing, enabling individualized feedback and clearer assessment of competency mastery.
Conclusions
- Ungrading shows promise as an innovative pedagogical approach in gerontology education.
- It can enhance student motivation and learning, while also providing instructors with a more individualized and insightful assessment method.
- Further research is warranted to explore its broader application and long-term effects in developing gerontology professionals.
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