Ungrading: The Case for Abandoning Institutionalized Assessment Protocols and Improving Pedagogical Strategies
Our current grading system assumes everyone starts at approximately the same place. This assumption presumes uniformity and impartiality to be inherent in our school system. We argue that this is not the case. This work explores the evolution of grading systems and the integration of new technologie...
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-10-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/13/11/1091 |
| _version_ | 1797459574617276416 |
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| author | Horace T. Crogman Kwame O. Eshun Maury Jackson Maryam A. TrebeauCrogman Eugene Joseph Laurelle C. Warner Daniel B. Erenso |
| author_facet | Horace T. Crogman Kwame O. Eshun Maury Jackson Maryam A. TrebeauCrogman Eugene Joseph Laurelle C. Warner Daniel B. Erenso |
| author_sort | Horace T. Crogman |
| collection | DOAJ |
| description | Our current grading system assumes everyone starts at approximately the same place. This assumption presumes uniformity and impartiality to be inherent in our school system. We argue that this is not the case. This work explores the evolution of grading systems and the integration of new technologies in education, focusing on the development of more inclusive, dynamic, and adaptable teaching and assessment strategies. Key methods include diversified assessments, experiential learning approaches such as problem-based learning and the generated question learning model, and the incorporation of artificial intelligence (AI) in hyperflex learning strategies. The proposed work astutely identifies the critical flaws within the modern grading system and puts forth a compelling solution: shifting the focus towards assessing students’ improvement scores. This approach not only offers a progressive path forward, but also significantly enhances equity by holding students accountable for their knowledge gaps while promoting a more comprehensive evaluation. Additionally, creative engagement techniques, such as mock banking reward systems, are employed to enhance student motivation and participation. AI-facilitated formative assessments and personalized learning plans are also discussed, emphasizing the importance of real-time insights into student progress and the provision of flexible personalized learning environments. This comprehensive approach to education fosters student ownership of learning, promotes active participation, and equips students with essential lifelong learning skills. Moreover, a more accurate assessment of student learning and progress would be fostered, thus creating a paradigm shift from the currently flawed grading system. |
| first_indexed | 2024-03-09T16:54:19Z |
| format | Article |
| id | doaj.art-f895888ad85f472a8cd83a5434bf4631 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-09T16:54:19Z |
| publishDate | 2023-10-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-f895888ad85f472a8cd83a5434bf46312023-11-24T14:38:28ZengMDPI AGEducation Sciences2227-71022023-10-011311109110.3390/educsci13111091Ungrading: The Case for Abandoning Institutionalized Assessment Protocols and Improving Pedagogical StrategiesHorace T. Crogman0Kwame O. Eshun1Maury Jackson2Maryam A. TrebeauCrogman3Eugene Joseph4Laurelle C. Warner5Daniel B. Erenso6Department of Physics, Californian State University Dominguez Hills, Carson, CA 90747, USADepartment of Biology, Sierra College, Rocklin, CA 95677, USAHMS Richards Divinity School, La Sierra University, Riverside, CA 92505, USADepartment of Psychology, Californian State Polytechnic University Pomona, Pomona, CA 91768, USADepartment of Biology, La Sierra University, Riverside, CA 92505, USADepartment of Social Work, Walla Walla University, Missoula, MT 59808, USADepartment of Physics, Middle Tennessee State University, Murfreesboro, TN 37130, USAOur current grading system assumes everyone starts at approximately the same place. This assumption presumes uniformity and impartiality to be inherent in our school system. We argue that this is not the case. This work explores the evolution of grading systems and the integration of new technologies in education, focusing on the development of more inclusive, dynamic, and adaptable teaching and assessment strategies. Key methods include diversified assessments, experiential learning approaches such as problem-based learning and the generated question learning model, and the incorporation of artificial intelligence (AI) in hyperflex learning strategies. The proposed work astutely identifies the critical flaws within the modern grading system and puts forth a compelling solution: shifting the focus towards assessing students’ improvement scores. This approach not only offers a progressive path forward, but also significantly enhances equity by holding students accountable for their knowledge gaps while promoting a more comprehensive evaluation. Additionally, creative engagement techniques, such as mock banking reward systems, are employed to enhance student motivation and participation. AI-facilitated formative assessments and personalized learning plans are also discussed, emphasizing the importance of real-time insights into student progress and the provision of flexible personalized learning environments. This comprehensive approach to education fosters student ownership of learning, promotes active participation, and equips students with essential lifelong learning skills. Moreover, a more accurate assessment of student learning and progress would be fostered, thus creating a paradigm shift from the currently flawed grading system.https://www.mdpi.com/2227-7102/13/11/1091improvement scoresgrading systemsexperiential learningartificial intelligence (AI) in educationhyperflex learning strategiespersonalized learning plans |
| spellingShingle | Horace T. Crogman Kwame O. Eshun Maury Jackson Maryam A. TrebeauCrogman Eugene Joseph Laurelle C. Warner Daniel B. Erenso Ungrading: The Case for Abandoning Institutionalized Assessment Protocols and Improving Pedagogical Strategies Education Sciences improvement scores grading systems experiential learning artificial intelligence (AI) in education hyperflex learning strategies personalized learning plans |
| title | Ungrading: The Case for Abandoning Institutionalized Assessment Protocols and Improving Pedagogical Strategies |
| title_full | Ungrading: The Case for Abandoning Institutionalized Assessment Protocols and Improving Pedagogical Strategies |
| title_fullStr | Ungrading: The Case for Abandoning Institutionalized Assessment Protocols and Improving Pedagogical Strategies |
| title_full_unstemmed | Ungrading: The Case for Abandoning Institutionalized Assessment Protocols and Improving Pedagogical Strategies |
| title_short | Ungrading: The Case for Abandoning Institutionalized Assessment Protocols and Improving Pedagogical Strategies |
| title_sort | ungrading the case for abandoning institutionalized assessment protocols and improving pedagogical strategies |
| topic | improvement scores grading systems experiential learning artificial intelligence (AI) in education hyperflex learning strategies personalized learning plans |
| url | https://www.mdpi.com/2227-7102/13/11/1091 |
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