Encouraging Curiosity and Experimentation with Ungrading
Document Type
Book Chapter
Date of Original Version
2023
Department
University Library - Public Services
Abstract
Research has shown that traditional grading methods often bear a negative impact on student learning. Traditional grading encourages students to value the grade over the learning process, and it disadvantages students who come to the classroom with less knowledge or experience with course content. This book chapter examines how specifications grading, a form of “ungrading,” can be implemented in credit-bearing information literacy courses to encourage students to engage with class content and assignments with increased curiosity and experimentation, providing a unique opportunity to explore how library educators can rethink past approaches to grading and envision a new way forward that better supports the learning and curiosity of college students.
Publication Title, e.g., Journal
Intellectual Curiosity and the Role of Libraries
Citation/Publisher Attribution
Vaandering, A.G. (2023). Encouraging curiosity and experimentation with ungrading. In T. Walsh & C. Tysick (Eds.), Intellectual curiosity and the role of libraries: The first and second year college experience. SUNY Pressbooks. https://intellectualcuriosity.pressbooks.sunycreate.cloud/chapter/encouraging-curiosity-and-experimentation-with-ungrading/
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
