Implementing Ungrading: Challenges and Solutions

In my previous article, I discussed the emergence of ‘ungrading’, a method that emphasizes learning over traditional grades, a shift largely propelled by the challenges of the Covid-19 pandemic and the constraints of standard-based assessments. Building upon the foundational ideas explored there, such as insights from Susan D. Blum's 'Ungrading: Why Rating Students Undermines Learning' and Starr Sackstein 's 'Hacking Assessment', this article takes the discussion a step further. It confronts the practical challenges of implementing upgrading, examining the different ways this innovative approach can effectively challenge conventional grading norms, cultivate a genuine love for learning, reduce academic stress, promote deeper understanding and increase intrinsic motivation.?

Challenges and Considerations of Ungrading

Ungrading introduces innovative methods for measuring student progress and offers significant benefits, yet implementing it poses its own set of challenges. A significant obstacle is resistance from traditional educational systems, which are often deeply rooted in conventional grading practices. This resistance manifests in various forms: administrators might be hesitant to overhaul long-standing evaluation systems; parents may be skeptical about a system that deviates from the familiar letter/number grades; and students themselves, accustomed to traditional grading, might struggle to adapt to self-assessment and feedback-centric models.?

A significant obstacle in implementing ungrading is resistance from traditional educational systems, deeply rooted in conventional grading practices, manifesting as hesitancy from administrators, skepticism from parents, and adaptation challenges for students.

To effectively shift from a grade-centric to a learning-centric approach, teachers like myself must embrace a paradigm shift, which necessitates comprehensive training and flexibility. This is why I actively participate in various teacher training workshops, which help me acquire a better understanding of teaching and assessments in various contexts. For instance, as a member of a CIS accreditation evaluation team, I am able to aid schools in improving their practices, but I also gain enlightening experiences. School visits, in particular, provide unique insights into diverse teaching and assessment methods. Additionally, as a certified ISTE teacher, I’ve learned to integrate technology into the classroom, enhancing student learning and evaluation. Lastly, my involvement in the monthly World Language Job Alike sessions serves a dual purpose: sharing my expertise and gaining knowledge from my peers. These experiences, coupled with my professional learning network (PLN), are invaluable. They continually enrich my understanding and implementation of various teaching methodologies, ensuring that my own teaching strategies evolve to meet the dynamic needs of student assessment.

To effectively introduce an evaluation system like ungrading, which moves away from traditional grades, it's vital to first educate all stakeholders —primarily students, but also parents and colleagues— about its benefits and underlying philosophy. This article, along with the previous one, aims to further this educational process by elucidating the advantages of ungrading and illustrating its practical applications. Achieving buy-in from colleagues is a cornerstone of this transition. Once there is a consensus, workshops and professional development sessions become key in equipping teachers with the necessary tools and insights for effectively implementing ungrading practices. These sessions might include hands-on activities, case studies of successful ungrading models, and strategies for continuous feedback and student self-assessment.

Secondly, clear communication regarding assessment criteria is crucial in ungraded systems to ensure transparency and consistency. Last semester, I introduced a pilot program in my world language classes, which allowed students to self-manage their grading on frequent mini-tasks. As language acquisition thrives on regular practice in small segments, this initiative aligns perfectly with that pedagogical need. Students assessed their own performance, or occasionally opted for peer or teacher evaluations, while taking full responsibility for recording their achievements using a system of their choice. An example of this is given below. This method not only fostered student autonomy but also provided them with continuous, actionable feedback. The initial response has been promising, with students showing increased engagement and a deeper understanding of their learning progress. This pilot program serves as a practical embodiment of the ungrading philosophy, demonstrating its potential to transform language learning experiences.

My approach to student assessment resonates closely with the philosophy Starr Sackstein presents in her book ?"Hacking Assessment: 10 Ways to Go Gradeless in a Traditional Grades School", particularly in the chapter 'Introduction: Goodbye, grades; hello, growth.' Sackstein challenges the traditional grading system in education, critiquing how achievement is often narrowly defined by high grades. She urges a reevaluation of the true meaning and utility of grades, pointing out their inadequacies in providing meaningful guidance for improvement. This mirrors my own practice where the focus shifts from grade attainment to genuine learning and growth. Sackstein's approach, advocating for a move towards competency-based learning that emphasizes skill and knowledge development over mere grade accumulation, aligns with the growing educational trend I also adhere to. This shift has not only reinforced my commitment to fostering a more holistic, skill-focused learning environment but also continually inspires innovative assessment strategies in my classroom.

In her chapter “Hack 1 - Shift the Grades Mindset - Start a no-grades classroom”, Sackstein proposes a fundamental shift from a traditional grades-based mindset to a focus on mastery learning. This approach aligns more closely with the needs of 21st-century learners. Unlike the traditional grading system, which perpetuates the status quo and is rooted in industrial-era educational goals, mastery learning emphasizes understanding and applying knowledge rather than just memorizing it. Historically, schools aimed to produce obedient workers skilled in rote learning. However, today's educational landscape demands a system that cultivates creativity, critical thinking, and adaptability—skills paramount in the modern world. This evolution from a focus on conformity to fostering individual skill sets and critical thought is not just a theoretical ideal; in my teaching practice, I've seen how prioritizing mastery over grades prepares students more effectively for the complexities and challenges of our current era.

A primary concern highlighted by Sackstein, often voiced by students, is 'How will I know I'm doing well without grades?' She suggests addressing this by clearly defining standards and expectations, and providing examples of what mastery-level work looks like. This strategy, combined with regular, constructive feedback, reassures students about their learning journey. It helps shift their focus from a fear of failure or the obsession with achieving high grades to a deeper, more meaningful engagement with the learning material. Such a shift is vital in alleviating students' anxiety and encouraging a genuine interest in learning. Mastery learning offers a more holistic, relevant, and engaging educational experience, better suited for today's students. It nurtures a learning environment where students are motivated not by the prospect of grades but by the intrinsic value and satisfaction derived from mastering skills and concepts. This approach, in my experience, not only enhances student engagement but also fosters a richer, more rewarding educational journey.

It's also crucial to acknowledge, as Aaron Blackwelder explains in Chapter 2, 'What going gradeless taught me about doing the “actual work”' of Susan D. Blum’s book 'Ungrading: Why Rating Students Undermines Learning', that students are not always fully engaged due to factors beyond our control. Blackwelder sheds light on the myriad challenges students may face, from exhaustion and abuse to family issues like divorce and trauma. These realities remind us that while there are essential concepts students must grasp to become responsible societal members, our role as teachers extends beyond mere content delivery. It involves building meaningful relationships with our students, challenging them intellectually, and showing them that we care deeply about their success. In this context, adopting a gradeless system aligns with our commitment to recognize and nurture each student's potential. Upgrading is not just about abandoning grades; it's about affirming that our students are worth the effort to engage them in their learning journey, considering their unique circumstances and challenges. This understanding is pivotal in our pursuit to unleash the full potential of every student, reaffirming that they are indeed worth every effort we make.

Upgrading is not just about abandoning grades; it's about affirming that our students are worth the effort to engage them in their learning journey.

Aaron Blackwelder’s emphasis on the teacher's role in engaging every student, regardless of their challenges, is exemplified through an example from one of his favorite movies, 'Fast Times at Ridgemont High.' In the film, Mr. Hand, a committed teacher, reaches out to his student, Jeff Spicoli, who consistently tries to disengage and frustrate his efforts. A pivotal scene unfolds at the end of the movie: Mr. Hand visits Jeff at home on the last day of school to discuss the American Revolution. Despite Jeff’s initial excuses, Mr. Hand persists, ensuring that Jeff reads and analyzes the text. This interaction leads to Jeff demonstrating an understanding of the subject and even feeling a sense of pride in his accomplishment. Mr. Hand’s unyielding belief in his student's potential, even in the face of resistance, resonates deeply with the principles of educational engagement. This scene powerfully illustrates that no student is beyond hope and that each one deserves our dedicated effort.?

Blackwelder emphasizes a crucial aspect of learning: it should be a collaborative journey with students, not a mandate imposed upon them. If the learning is essential, then students need to be pushed until they get it. What makes teaching difficult is that it requires the teacher to care for the student and see value in them. Assigning grades has been and continues to be the easy way out of doing the actual work of teaching.?

Different ways to ungrade

Involving students in decision making

Designing every assignment, project, and classroom experience to support substantial and relevant learning is paramount. This entails providing students with opportunities to actively participate in shaping their learning journey. Echoing Sackstein's philosophy, I believe that saying 'Yes' to student ideas not only fosters autonomy and empowerment but also bolsters collaborative relationships and achievement. A critical component of this approach is teaching students to internalize standards, not just view them as external mandates. In my world language classes, students are regularly engaged with the assessment rubrics set by the school. We collaboratively reflect on how these rubrics relate to their class tasks, enhancing their understanding and application. The writing and speaking rubrics are not just documents for the teacher to assess students, they are living tools, prominently displayed in my classroom for easy reference. This practice transforms the learning environment, making it a meaningful and purpose-driven space. Without this student-centered approach, my classroom would risk becoming merely a busy space, devoid of real educational value.

Involving students in decision-making and empowering them to internalize assessment standards transforms the learning environment, making it a meaningful, purpose-driven space that transcends traditional grade-focused education.

In a similar way, Jesse Stommel 's statement in his syllabus, as outlined in Chapter 1 of Susan D. Blum’s book “Ungrading: Why Rating Students Undermines Learning”, also reflects a progressive and student-centered approach to assessment:

This course will focus on qualitative not quantitative assessment, something we’ll discuss during the class, both with reference to your own work and the works we’re studying. While you will get a final grade at the end of the term, I will not be grading individual assignments, but rather asking questions and making comments that engage your work rather than simply evaluate it. You will also be reflecting carefully on your own work and the work of your peers. The intention here is to help you focus on working in a more organic way, as opposed to working as you think you’re expected to. If this process causes more anxiety than it alleviates, see me at any point to confer about your progress in the course to date. If you are worried about your grade, your best strategy should be to join the discussions, do the reading, and complete the assignments. You should consider this course a “busywork-free zone.” If an assignment does not feel productive, we can find ways to modify, remix, or repurpose the instructions.

Using data to inform learning

In “Hack 5 - Digitize Your Data - Ease data collection and inform learning with technology”, from her book, Sackstein highlights the importance of collecting data for thoughtful instructional planning. This data-driven approach allows teachers to make critical decisions, such as identifying if certain topics need re-teaching to the whole class, small groups, or individual students. It also assists in assessing readiness for new topics, contemplating changes for future lessons to enhance understanding, and considering the implementation of varied activities focusing on similar skills or concepts. Such reflective and adaptive teaching is crucial for providing each student with tailored opportunities to progress toward mastery. By constantly analyzing classroom data, teachers can ensure that their instruction remains dynamic and responsive, effectively addressing the diverse learning needs within their classroom. This approach not only fosters a more individualized learning experience but also enhances the overall effectiveness of the educational process.

In my Spanish 2 class this year, I've been utilizing PASS, Pupil Attitudes to Self and School, a survey tool that measures students' attitudes towards themselves and their school environment. PASS provides valuable insights into various aspects of student well-being, engagement, and overall school experience. By analyzing the data from PASS, I can tailor my teaching approach to better suit the needs of my students. For instance, if the tool indicates a particular area where students feel less confident or engaged, I use the strategies and questions provided on the PASS website to modify my approach for that specific group or individual student. This method aligns with the ungrading philosophy by shifting the focus from traditional grades to a holistic understanding of students’ needs and well-being. It can be a powerful way to promote effective learning and foster a more supportive and responsive classroom environment. Since I started implementing this approach, I have observed increased student engagement and a more positive attitude towards learning, reaffirming my belief in the value of adapting teaching methods to meet the diverse needs of my students.

Using tech to track progress collaboratively

In “Hack 6 - Maximize Time - Confer inside and outside of class”, Sackstein talks about leveraging technology for effective follow-up and resource sharing. She suggests developing a strategy to follow up with students electronically, ensuring they are on track and addressing any additional issues. I have been using a reflection journal in my world language classes for the past few years. The journal serves as a dialogue workspace to support language learning. It is structured around day-specific focuses such as Vocabulary, Listening, Grammar, Reading, Speaking, and Writing. It incorporates a system to assess those different language skills and offers a clear measure of progress and areas for improvement. During student-led conferences, the journal facilitates self-evaluation through targeted questions, encouraging students to reflect on their learning experiences and achievements. It also guides students in setting specific language learning goals and reflecting on these in their unit study plans. The inclusion of feedback and reflection on summative assessments helps students understand their performance and strategize for future improvements. Additionally, the journal incorporates adapted rubrics based on the school's own rubrics for evaluating speaking and writing skills, ensuring a comprehensive assessment of language proficiency. This tool is crucial not just for tracking progress, guiding reflective learning but also for enhancing communication between the teacher, the student and their parents, thereby fostering a holistic approach to language acquisition. Encouraging students to recall moments of pride has been particularly impactful, promoting positive reflection and self-recognition. This comprehensive approach to using technology and personal interactions enhances the learning experience, ensuring ongoing engagement and support. At the end of each semester, or sometimes term, I ask my students to complete a progress survey such as this one which includes questions on my own practice as a teacher. Together, we work towards improving the learning experience in our world language class.

In a similar way, Sackstein, in “Hack 7 - Track Progress Transparently - Discard your traditional grade book”, talks about a transparent tracking system where students actively participate in recording their progress. This system can be implemented using a notebook, Google document, or spreadsheet, where students create a chart with columns tailored to the aspects of learning they need to track. Students take charge of recording both written and verbal feedback, potentially using their phones to record or photograph feedback for future reference. This method empowers students to be responsible for their own growth and progress, allowing them to keep track of the feedback they receive and understand their learning journey more comprehensively.?

Jesse Stommel also talks about process letters which allow students to describe their learning journey, particularly effective for creative and digital work. If you’re only grading a few assignments, you may not feel like you have enough information to determine a final grade at the end of a course. Stommel has students write process letters, describing their learning and how their work evolves over the term. A process letter can be text, including (or pointing to) representative examples of work students don’t otherwise turn in. You might also ask students to take pictures of their work as it evolves, add voice-over to a screencast, or document their learning via film (a sort of behind-the-scenes reel for the class).

Collectively, these various methods shift the responsibility of tracking progress to the students. Not only does this save time and energy for teachers, but it also ensures that students, as the most crucial stakeholders in the learning process, are fully informed and actively engaged. The ultimate goal of these ungrading methods is to foster student independence, with success being measured by the students’ development into self-reliant learners who no longer need constant guidance.