How Do Ants Know What to Do?

Martin, Kit

doi:10.3102/1689483

Proceedings of the 2021 AERA Annual Meeting 2021

DOI: 10.3102/1689483

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How Do Ants Know What to Do?

Kit Martin¹

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2022

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“…Many have written that preparing our students for an increasingly complex, digitally-rooted world will require people skills and abstract cognitive skills (e.g. Martin, 2021). An editorial from the job site Indeed lists eleven skills that hiring managers across industries are continually looking for, including communication, teamwork, adaptability, self-management, problem solving, and open-mindedness (Indeed Editorial Team, 2020).…”

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“It made me feel like it was okay to be wrong”: Student experiences with ungrading

Gorichanaz

2022

Active Learning in Higher Education

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This paper presents an interpretative phenomenological analysis study of students’ experiences with ungrading in the form of reflection-based self-evaluation in a college course. In the landscape of student evaluation, ungrading strategies respond to the limitations of traditional grading systems, particularly with respect to cultivating in-demand skills and capacities, such as adaptability, creative thinking, and self-management. Through in-depth interviews with eight students, this study reports on four experiential themes that characterize the switch to ungrading: de-gamification, or unsettling the “gamified” nature of evaluation in the traditional grading system; time to think and reflect, creating space for review and the deepening of learning; rich communication, or continual feedback between teacher and student; and learning community, in which students felt like they were part of a team effort rather than siloed individuals. Considerations for further research, as well as implementation of ungrading in other courses, are discussed.

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confidence: 99%

“It made me feel like it was okay to be wrong”: Student experiences with ungrading

Gorichanaz

2022

Active Learning in Higher Education

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How Do Ants Know What to Do?

Cited by 1 publication

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“It made me feel like it was okay to be wrong”: Student experiences with ungrading

“It made me feel like it was okay to be wrong”: Student experiences with ungrading

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