In this Book

  • Ungrading: Why Rating Students Undermines Learning (and What to Do Instead)
  • Susan D. Blum is professor of anthropology at the University of Notre Dame. Her work on education builds on her academic specialties of linguistic, psychological, cultural, and educational anthropology. She is the author of My Word! Plagiarism and College
  • 2020
  • Book
  • Published by: West Virginia University Press
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summary

The moment is right for critical reflection on what has been assumed to be a core part of schooling. In Ungrading, fifteen educators write about their diverse experiences going gradeless. Some contributors are new to the practice and some have been engaging in it for decades. Some are in humanities and social sciences, some in STEM fields. Some are in higher education, but some are the K–12 pioneers who led the way. Based on rigorous and replicated research, this is the first book to show why and how faculty who wish to focus on learning, rather than sorting or judging, might proceed. It includes honest reflection on what makes ungrading challenging, and testimonials about what makes it transformative.

CONTRIBUTORS:
Aaron Blackwelder
Susan D. Blum
Arthur Chiaravalli
Gary Chu
Cathy N. Davidson
Laura Gibbs
Christina Katopodis
Joy Kirr
Alfie Kohn
Christopher Riesbeck
Starr Sackstein
Marcus Schultz-Bergin
Clarissa Sorensen-Unruh
Jesse Stommel
John Warner

Table of Contents

  1. Cover
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  1. Half-Title Page, Series Page, Title Page, Copyright, Dedication
  2. pp. i-viii
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  1. Contents
  2. pp. ix-xii
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  1. Foreword
  2. Alfie Kohn
  3. pp. xiii-xx
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  1. Preface
  2. pp. xxi-xxiv
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  1. Introduction: Why Ungrade? Why Grade?
  2. Susan D. Blum
  3. pp. 1-22
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  1. Part I: Foundations and Models
  1. 1. How to Ungrade
  2. Jesse Stommel
  3. pp. 23-41
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  1. 2. What Going Gradeless Taught Me about Doing the "Actual Work"
  2. Aaron Blackwelder
  3. pp. 42-52
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  1. 3. Just One Change (Just Kidding): Ungrading and Its Necessary Accompaniments
  2. Susan D. Blum
  3. pp. 53-73
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  1. 4. Shifting the Grading Mindset
  2. Starr Sackstein
  3. pp. 74-81
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  1. 5. Grades Stifle Student Learning. Can We Learn to Teach without Grades?
  2. Arthur Chiaravalli
  3. pp. 82-88
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  1. Part II: Practices
  1. 6. Let's Talk about Grading
  2. Laura Gibbs
  3. pp. 89-104
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  1. 7. Contract Grading and Peer Review |
  2. Christina Katopodis, Cathy N. Davidson
  3. pp. 105-122
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  1. 8. Critique-Driven Learning and Assessment
  2. Christopher Riesbeck
  3. pp. 123-139
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  1. 9. A STEM Ungrading Case Study: A Reflection on First-Time Implementation in Organic Chemistry II
  2. Clarissa Sorensen-Unruh
  3. pp. 140-160
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  1. 10. The Point-less Classroom: A Math Teacher's Ironic Choice in Not Calculating Grades
  2. Gary Chu
  3. pp. 161-170
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  1. Part III: Reflections
  1. 11. Grade Anarchy in the Philosophy Classroom
  2. Marcus Schultz-Bergin
  3. pp. 171-187
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  1. 12. Conference Musings and the G-Word
  2. Joy Kirr
  3. pp. 188-203
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  1. 13. Wile E. Coyote, the Hero of Ungrading
  2. John Warner
  3. pp. 204-218
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  1. Conclusion: Not Simple but Essential
  2. Susan D. Blum
  3. pp. 219-228
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  1. Acknowledgments
  2. pp. 229-232
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  1. Contributors
  2. pp. 233-236
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  1. Index
  2. pp. 237-245
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Additional Information

ISBN
9781949199833
Related ISBN(s)
9781949199819, 9781949199826
MARC Record
OCLC
1200197206
Pages
269
Launched on MUSE
2020-10-16
Language
English
Open Access
No

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