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Assessing gerontology students' perceptions of ungrading
Jenny Inker1, Michael J Forder1
1College of Health Professions, Department of Gerontology, Virginia Commonwealth University, Richmond, VA, USA.
Gerontology & Geriatrics Education
|August 14, 2026
Summary
Ungrading practices reduce student anxiety and improve feedback effectiveness. This study highlights student perceptions in gerontology, showing benefits for academic risk-taking and learning ownership.
Area of Science:
- Gerontology
- Higher Education Pedagogy
Background:
- Ungrading is increasingly used to reduce student anxiety and enhance feedback.
- Existing research often focuses on instructor perspectives and specific disciplines.
Purpose of the Study:
- To explore student perceptions of ungrading in graduate gerontology courses.
- To expand the understanding of ungrading's impact beyond instructor viewpoints.
Main Methods:
- Thematic analysis of end-of-semester survey responses from graduate gerontology students.
- Qualitative data collection on student experiences with ungrading strategies.
Main Results:
- Consistent themes emerged regarding academic risk-taking, stress and anxiety levels.
- Students reported on the impact of instructor feedback within an ungrading framework.
- Findings align with previous research supporting ungrading benefits.
Conclusions:
- Ungrading empowers students to take ownership of their learning.
- The practice can be beneficial across various academic disciplines.
- Further consideration of ungrading is recommended to foster student confidence and engagement.
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