Article: Grading
Ungrading in STEM Courses
Zeal: A Journal for the Liberal Arts
Emily’s
Recommendation
Many people believe that collaborative grading is ill-suited to STEM courses in which, we assume, student answers are either right or wrong. Robert Talbert deftly dismantles this misconception, arguing for the importance of conceptual understanding and demonstrating how collaborative grading might facilitate it.
Whatever your choice, ungrading is not only possible in a STEM course, it can be a transformative way for students to encounter the STEM disciplines as they truly are: away of understanding the world that admits multiple ways of knowing, bolstered by iterative conversations among people journeying together toward understanding.
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