Equitable Assessment Inquiry Continues with Ungrading in the Classroom Design Lab
In “The Trouble with Rubrics,” Alfie Kohn writes, “Research shows three reliable effects when students are graded: They tend to think less deeply, avoid taking risks, and lose interest in the learning itself.” Traditional grading methods can be barriers to students, particularly those who are historically underrepresented, in staying on the path and persisting […]
