Collaborative Grading

In this blog post, I define the emerging practice of collaborative grading and distinguish it from the term "ungrading."

This 2020 collection on "ungrading" explores how K12 and higher education instructors across a range of disciplines have implemented alternative grading practices in their classrooms. Chapters by Jesse Stommel, Susan Blum, Arthur Chiaravalli, Gary Chu, Marcus Schultz-Bergin, and Joy Kirr in particular discuss the approach I've defined as "collaborative grading"—but many others provide much-needed inspiration for designing collaborative grading systems.

In this blog post, ungrading advocate Jesse Stommel answers frequently asked questions about his grading practices that focus on student self-reflection and metacognition.

In this short article, Laila McCloud discusses her experiences implementing ungrading as a Black woman and the necessary practice of "keeping receipts" in teaching contexts impacted by white supremacy.

In this short article, Robert Talbert explains how, and why, STEM instructors might implement a grading system in which students and instructors collaboratively determine course grades.