Related Experiment Video
Updated: May 20, 2025

Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
Grading and Ungrading in Democratic Dialogic Classes Situated in a Conventional Higher Education Institution
1University of Delaware, 16 W Main St, Newark, DE, 19716, USA. ematusov@udel.edu.
None:
This article explores the contentious role of grading and ungrading in democratic dialogic education within conventional higher education. It critiques summative assessment for undermining genuine education by prioritizing compliance over inquiry, fostering distrust, and penalizing mistakes vital for educational growth. While institutionally mandated grading persists, the author introduces flexible pedagogical regimes accommodating diverse learner needs, including options for ungrading. These approaches prioritize student autonomy, emphasizing self-education rather than educational paternalism and credentialism. Challenges include cultural resistance, institutional constraints, and "school toxification." Despite obstacles, the author advocates for transformative practices that honor students' rights to self-education and preserve the integrity of democratic pedagogy.
More Related Videos
Related Concept Videos
Types of Aggregate Grading
Well-graded aggregates include a complete range of necessary size fractions that fit together to create a dense matrix with minimal voids, represented by a smooth, continuous gradation curve. This type of grading ensures good...
Graded Potential
Graded potentials fall into two categories: depolarizing and hyperpolarizing. Depolarizing graded potentials typically occur when sodium (Na+) or...
Levels of Communication II: Organizational, Public, and Group Dynamics
Sieve Analysis and Grading Curves
Classification of Systems-II
Group Polarization

