Teaching as a Profession is one of only three forums classified as “HEP,” or Higher Education and the Profession. The focus of our forum is on the intersection of criticality and classroom practice as it informs pedagogy across fields and approaches. We invite diverse voices to engage in these conversations, both during our convention panels and here on the Commons. The work that this forum does to examine, address, and engage with the issues that educators face today is essential to both the MLA and the scholarly community at large.

MLA 2024 CFP: Ungrading as Liberatory Practice

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  • 21 February 2023 at 7:51 pm #1032961

    Atia Sattar
    Participant
    @atiasattar

    [This session is organized by the HEP Teaching as a Profession Forum]

    Ungrading as Liberatory Practice 

    As a pedagogical practice, ungrading decenters grade-based assessment and focuses instead on student learning. It is based on the philosophical premise that grades are not an accurate assessment of learning, and institutionalized grading systems seeks not only to discipline the student but also the instructor. The aim of ungrading is to shift classroom focus, and student focus, away from the fear-based conception of an elusive ‘grade.’ This practice asks faculty to pause and consider exactly what knowledge and skills they want students to acquire in their courses and to cultivate an intentional evaluative structure that centers learning goals, frequent feedback, and student self-reflection. As such, ungrading challenges existing structures of knowledge production and evaluation at the university, inviting a more engaged pedagogy. This panel invites participants to share their experiences with ungrading, including, but not limited to, contract grading, specifications grading, labor-based grading, or mastery based grading.

    Submit 250 word abstract and brief bio to asattar@usc.edu by March 15.

     

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