A5: By inviting them to share their goals beyond a grade. Highlight the importance of learning outcomes. “Choose Your Adventure” assignments where they tell me what they want to do & how to assess it. It helps them better understand how to design learning for themselves. #UngradingChat #Slowchatting
A4: lol I didn’t look ahead this is also the same answer #UnGradingChat #SlowChatting
A3: I have them engage this resource specifically the Curriculum Assessment and Audit. #SlowChatting #UngradingChat
www.researchgate.net/publication/...
A2: I picked up a course called “Decolonizing Praxis” and I knew I could not design the class or assess student learning with a colonized pedagogy. Therefore, I tapped into indigenous (broadly defined) epistemology and knowledge systems to design and assess learning. 💯 #SlowChatting #UngradingChat
Q1: A few, but one that sticks out was when I saw a pattern of students putting “doing it right” (evidenced by grades) over embracing the process (learning). I’m a grad faculty member so my goal is to develop critical thinkers. With no grades we can focus on learning. #UngradingChat #SlowChatting
A1: I believe learning is a continuous & iterative process, but putting a letter on learning made it seem final, like “You learned. The end. Yay!” I wanted to promote a different orientation to learning, so I made the change as soon as I felt I had the power to do so. #SlowChatting #UngradingChat
I don't know that there was one moment I knew I had to shift my grading practices. I came into teaching when writing portfolios were on the rise. Portfolios can create so much ungraded space for revision, rethinking, and invention. It shaped everything about my teaching #SlowChatting #UngradingChat
