INCREASING EQUITY THROUGH UNGRADING IN THE GEOSCIENCES

Traditional grading is a barrier to student learning. Grades reduce intrinsic motivation to learn, incentivize cheating, reinforce inequities, and discourage individual success by prioritizing standardized “rubric achievement”. We have each used some form of ungrading in our classes in a grassroots effort to develop a more supportive and equitable learning environment for our students. Ungrading is a general term for removing or reducing the impact of grades in the learning process. We share our experiences with ungrading in the geosciences at 4-year liberal arts colleges, state universities, and a Canadian comprehensive university, with class sizes ranging from 4 to 60. Our classes range from introductory-level, to upper-level undergraduate, to first-year graduate courses. We have employed a variety of feedback and assessment methods, including:

• Self-reflection: students write reflections, answering prompts such as “What have you learned?” or “Describe how you have met the learning outcomes.” Some of us ask students to declare a grade in these reflections.
• Conferencing: students meet one-on-one or in small groups with the instructor to discuss their progress in the course. In some cases, this time is used to negotiate the grades declared in the self-reflections.
• Specifications grading: students are given a clear guide to how much work they must complete for each grade category. Work is graded on a simple scale such as exceeds, meets, or does not meet expectations, with a focus on revision instead of a grade.

Some of us chose to ungrade a portion of our classes, while others used ungrading for the entire class. While some of us have encountered some barriers in implementation, overall, ungrading has helped to reduce student stress and anxiety, stimulate more meaningful reflection and discussion around learning, and better engage students in their learning. Ungrading has also allowed us to improve communication with students and to meet them where they are, which benefits students who utilize accommodations and those who might not feel a sense of belonging in geoscience courses. Additionally, it assesses individual student improvement rather than their ability to reach a very particular bar. Finally, many of us have found that it reduces our own stress levels and encourages us to teach with empathy and compassion.