Keyword: ungrading

ABSTRACT: This qualitative self-study, conducted as a multiple case study, investigated pre-service teachers (PSTs) experiences with non-traditional grading practices (NTGPs) in two mathematics methods courses taught by the authors – one designed for middle-grade PSTs (grades 4–8) and one designed for elementary PSTs (grades Pk-5). Archival data were analyzed through the lenses of pedagogical content knowledge (PCK), self-efficacy, and growth mindset to investigate how PSTs’ experiences with the process of NTGPs supported their learning. Additionally, the course instructors sought to explore which strategies promoted the successful implementation of NTGPs. Data comprised PSTs’ assignments/artifacts, reflections, and mid-semester and end-of-semester self-reflections as well as instructors’ reflections, data spreadsheets, and notes/debriefs from conversations conducted as part of their critical friendship. Thematic analysis was used to examine data independently by case (each course was identified as an independent case), and then, a cross-case analysis was performed, iteratively repeating for each research question. Throughout each course, feedback on assignments was provided via verbal and written comments to support PSTs’ growth in learning and understanding. Key findings describe the development of PSTs’ PCK through asking questions, unpacking feedback alongside instructors, and applying feedback to initial submissions. The findings show it is necessary to provide clear expectations, timely and detailed feedback, and access to clear rubrics aligned with learning goals and success criteria. PSTs and instructors must be willing to commit to the time required to successfully implement NTGPs. Additional findings show that PSTs can be supported by NTGPs to improve their self-efficacy and growth mindset to develop their PCK due to the reduced stress felt when instructors remove grades. However, more studies investigating NTGPs are required to support these findings. The authors reiterate that NTGPs are a work in progress and reflection is necessary after each implementation to continue to improve one’s practices for future students.

ABSTRACT: The researcher studied ungrading practices in an introductory course on emergent language and literacy in the early years for undergraduate students interested in pursuing careers as classroom teachers at an urban public college in the northeast United States. Based on the Scholarship of Teaching and Learning (SoTL), the researcher applied self-efficacy and reflective teaching theories to address how a course designed with ungrading practices impacted students’ self-efficacy and the researcher as a reflective teacher. The researcher used mixed methods to analyze data. Findings show that students’ participation presented a calibration of dynamic interaction between personal, behavioral, and environmental factors. Findings also show how integral it was to build a supportive learning community to develop students’ self-efficacy. Ungrading practices created conditions for a humanizing pedagogy. The researcher applied an ethics of care that diminished power over students and instead emphasized power with students. This shift in power enabled dialogic discourse that informed responsive teaching and reflective practice. Rather than best practices, a course designed with ungrading practices is deeply contextual and requires an inquiry stance.