I was part of a 3 day lab in Toronto on Digital Pedagogy with a focus on Radical Assessment & Ungrading.
Unpacking the words:
- Digital pedagogy is the study and use of contemporary digital technologies in teaching and learning. Digital pedagogy may be applied to online, hybrid, and face-to-face learning environments. (Wikipedia)
- Critical Pedagogy: Habits of thought, reading, writing, and speaking which go beneath surface meaning, first impressions, dominant myths, official pronouncements, traditional cliches, received wisdom, and mere opinions, to understand the deep meaning, root causes, social context, ideology, and personal consequences of any action, event, object, process, organization, experience, text, subject matter, policy, mass media, or discourse. (Wikiversity)
- Ungrading: SO this is a tricky one. There are many blog posts, articles, books on how to “Ungrade” and why grading isn’t the best (Jesse Stommel has excellent posts on this) but I am trouble finding a good definition of “ungrading”.
So, what were my takeaways?
Ask Why. Why assess an assignment? Why assign an assignment? Why grade the way you do? Why are things worth the amount they are worth? Why test a concept? Why test so much? Why that question?
By asking why, you are not necessarily deciding NOT to do something, you are critically thinking about how it will benefit a student’s learning and understanding. Will it enhance understanding? Will it allow for a different viewpoint? What else is going on in the student’s life? (I recognize it is not always possible to know the answer). It is also important to examine the effect it will have on your own life. Do you have the time to assess it? How much other work do you have?
Get students involved in their learning. In Adult Education/Higher Education we work with adults. Talk to them about grading. If you have to mark something explain why – is it because it is important? Because the institution requires it? Explain why you are doing/requiring what you are doing/requiring in the class. As an adult, I prefer to know the reason why I need to do something, what benefit it will provide. Why are students any different?
Would I go again?
I am not sure that I would! Unfortunately, because of the name, I thought there would be more doing and practicing. I associate “labs” as hands-on learning. This was more of an unconference. While I have attended unconferences and loved them (IIE does a great one) I was not looking for that for this. I was looking to increase my education and knowledge on a specific topic rather than getting bogged down in definitions and how the university/college system is failing
Here is a Google Doc of what we did: http://bit.ly/ungrade
One fabulous person I met was Rajiv Jhangiani (on Twitter @thatpsychprof. Give him a follow). Truly an inspirational speaker