#ungrading — Public Fediverse posts
Live and recent posts from across the Fediverse tagged #ungrading, aggregated by home.social.
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Apprezzo molto @pluralistic e questo suo post si ricollega molto al mio lavoro… orgogliosamente, da tanti anni il mio Laboratorio di scrittura per matricole non dà voti agli studenti, e mi sembra che i risultati siano positivi!
https://pluralistic.net/2026/01/07/delicious-pizza/#hold-the-gravel
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Without grades, institutions will have to spend more time considering candidates who apply to their programmes, and the same holds true for employers — but the result will be worth it. We will have to see the individuals who apply, and consider their individual suitability for the programme / degree / job they’re applying for.
As for publications: in the HE sector we currently waste enourmous amounts of money and resources supporting a publication industry that exists to give faculy some metrics to show at their next salary review. There are better ways. There are better ways of disseminating research, there are better ways of sharing new thoughts and findings, and there are better things to spend time and money on than publication metrics.
We in higher education need to lead the fight to move away from results-oriented education and find our way to systems that reward — genuinely reward — curiosity, investigation, and learning.
/rant
#HigherEducation #Ungrading #AI (3/3)
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Without grades, institutions will have to spend more time considering candidates who apply to their programmes, and the same holds true for employers — but the result will be worth it. We will have to see the individuals who apply, and consider their individual suitability for the programme / degree / job they’re applying for.
As for publications: in the HE sector we currently waste enourmous amounts of money and resources supporting a publication industry that exists to give faculy some metrics to show at their next salary review. There are better ways. There are better ways of disseminating research, there are better ways of sharing new thoughts and findings, and there are better things to spend time and money on than publication metrics.
We in higher education need to lead the fight to move away from results-oriented education and find our way to systems that reward — genuinely reward — curiosity, investigation, and learning.
/rant
#HigherEducation #Ungrading #AI (3/3)
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Without grades, institutions will have to spend more time considering candidates who apply to their programmes, and the same holds true for employers — but the result will be worth it. We will have to see the individuals who apply, and consider their individual suitability for the programme / degree / job they’re applying for.
As for publications: in the HE sector we currently waste enourmous amounts of money and resources supporting a publication industry that exists to give faculy some metrics to show at their next salary review. There are better ways. There are better ways of disseminating research, there are better ways of sharing new thoughts and findings, and there are better things to spend time and money on than publication metrics.
We in higher education need to lead the fight to move away from results-oriented education and find our way to systems that reward — genuinely reward — curiosity, investigation, and learning.
/rant
#HigherEducation #Ungrading #AI (3/3)
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Without grades, institutions will have to spend more time considering candidates who apply to their programmes, and the same holds true for employers — but the result will be worth it. We will have to see the individuals who apply, and consider their individual suitability for the programme / degree / job they’re applying for.
As for publications: in the HE sector we currently waste enourmous amounts of money and resources supporting a publication industry that exists to give faculy some metrics to show at their next salary review. There are better ways. There are better ways of disseminating research, there are better ways of sharing new thoughts and findings, and there are better things to spend time and money on than publication metrics.
We in higher education need to lead the fight to move away from results-oriented education and find our way to systems that reward — genuinely reward — curiosity, investigation, and learning.
/rant
#HigherEducation #Ungrading #AI (3/3)
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Without grades, institutions will have to spend more time considering candidates who apply to their programmes, and the same holds true for employers — but the result will be worth it. We will have to see the individuals who apply, and consider their individual suitability for the programme / degree / job they’re applying for.
As for publications: in the HE sector we currently waste enourmous amounts of money and resources supporting a publication industry that exists to give faculy some metrics to show at their next salary review. There are better ways. There are better ways of disseminating research, there are better ways of sharing new thoughts and findings, and there are better things to spend time and money on than publication metrics.
We in higher education need to lead the fight to move away from results-oriented education and find our way to systems that reward — genuinely reward — curiosity, investigation, and learning.
/rant
#HigherEducation #Ungrading #AI (3/3)
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Sorry, that wasn't what I meant by "not grade". What I was talking about is #ungrading. There is an "ungrading" movement in education which argues that students are poorly served by grading and are better served by creating internal motivations. (This does not match my personal teaching experiences, but I was pointing out that #ungrading wouldn't solve my concerns.)
If we suspect plagiarism (including AI use when we have prohibited it), we are *required* to report it to the university which results in an investigation. (This was done because it was found that the students who were actually cheating tended to be good at snowing the professor with a "oh, sorry, I didn't understand" and "I won't do it again." Since a given professor wouldn't know the serial nature of the crime, it is required that we report it so that serial perpetrators can be identified.)
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Sorry, that wasn't what I meant by "not grade". What I was talking about is #ungrading. There is an "ungrading" movement in education which argues that students are poorly served by grading and are better served by creating internal motivations. (This does not match my personal teaching experiences, but I was pointing out that #ungrading wouldn't solve my concerns.)
If we suspect plagiarism (including AI use when we have prohibited it), we are *required* to report it to the university which results in an investigation. (This was done because it was found that the students who were actually cheating tended to be good at snowing the professor with a "oh, sorry, I didn't understand" and "I won't do it again." Since a given professor wouldn't know the serial nature of the crime, it is required that we report it so that serial perpetrators can be identified.)
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Sorry, that wasn't what I meant by "not grade". What I was talking about is #ungrading. There is an "ungrading" movement in education which argues that students are poorly served by grading and are better served by creating internal motivations. (This does not match my personal teaching experiences, but I was pointing out that #ungrading wouldn't solve my concerns.)
If we suspect plagiarism (including AI use when we have prohibited it), we are *required* to report it to the university which results in an investigation. (This was done because it was found that the students who were actually cheating tended to be good at snowing the professor with a "oh, sorry, I didn't understand" and "I won't do it again." Since a given professor wouldn't know the serial nature of the crime, it is required that we report it so that serial perpetrators can be identified.)
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Sorry, that wasn't what I meant by "not grade". What I was talking about is #ungrading. There is an "ungrading" movement in education which argues that students are poorly served by grading and are better served by creating internal motivations. (This does not match my personal teaching experiences, but I was pointing out that #ungrading wouldn't solve my concerns.)
If we suspect plagiarism (including AI use when we have prohibited it), we are *required* to report it to the university which results in an investigation. (This was done because it was found that the students who were actually cheating tended to be good at snowing the professor with a "oh, sorry, I didn't understand" and "I won't do it again." Since a given professor wouldn't know the serial nature of the crime, it is required that we report it so that serial perpetrators can be identified.)
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Sorry, that wasn't what I meant by "not grade". What I was talking about is #ungrading. There is an "ungrading" movement in education which argues that students are poorly served by grading and are better served by creating internal motivations. (This does not match my personal teaching experiences, but I was pointing out that #ungrading wouldn't solve my concerns.)
If we suspect plagiarism (including AI use when we have prohibited it), we are *required* to report it to the university which results in an investigation. (This was done because it was found that the students who were actually cheating tended to be good at snowing the professor with a "oh, sorry, I didn't understand" and "I won't do it again." Since a given professor wouldn't know the serial nature of the crime, it is required that we report it so that serial perpetrators can be identified.)
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Years ago I argued that the bogeyman of "grade inflation" rests on dubious evidence, faulty logic, and reactionary values: https://www.alfiekohn.org/article/dangerous-myth-grade-inflation/. Here's more recent testimony from an #ungrading teacher confirming that the problem isn't grade inflation; it's GRADES: https://hechingerreport.org/teachers-voice-i-abandoned-grading-my-students-and-stopped-taking-attendance-heres-what-happened/ -
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Years ago I argued that the bogeyman of "grade inflation" rests on dubious evidence, faulty logic, and reactionary values: https://www.alfiekohn.org/article/dangerous-myth-grade-inflation/. Here's more recent testimony from an #ungrading teacher confirming that the problem isn't grade inflation; it's GRADES: https://hechingerreport.org/teachers-voice-i-abandoned-grading-my-students-and-stopped-taking-attendance-heres-what-happened/ -
1/2
Years ago I argued that the bogeyman of "grade inflation" rests on dubious evidence, faulty logic, and reactionary values: https://www.alfiekohn.org/article/dangerous-myth-grade-inflation/. Here's more recent testimony from an #ungrading teacher confirming that the problem isn't grade inflation; it's GRADES: https://hechingerreport.org/teachers-voice-i-abandoned-grading-my-students-and-stopped-taking-attendance-heres-what-happened/ -
1/2
Years ago I argued that the bogeyman of "grade inflation" rests on dubious evidence, faulty logic, and reactionary values: https://www.alfiekohn.org/article/dangerous-myth-grade-inflation/. Here's more recent testimony from an #ungrading teacher confirming that the problem isn't grade inflation; it's GRADES: https://hechingerreport.org/teachers-voice-i-abandoned-grading-my-students-and-stopped-taking-attendance-heres-what-happened/ -
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Years ago I argued that the bogeyman of "grade inflation" rests on dubious evidence, faulty logic, and reactionary values: https://www.alfiekohn.org/article/dangerous-myth-grade-inflation/. Here's more recent testimony from an #ungrading teacher confirming that the problem isn't grade inflation; it's GRADES: https://hechingerreport.org/teachers-voice-i-abandoned-grading-my-students-and-stopped-taking-attendance-heres-what-happened/ -
Sofia is an 8th grade student in Theresa Walter's English Class on Long Island, NY. Sofia is in her second year of an ungrading experience in the English Language Arts in her school. Theresa is a teacher, and also the Department Chair who has supported her teachers' shift to a feedback-centered growth practice. The two sit down to reflect on the practice and its implications in their lives.
https://www.humanrestorationproject.org/writing/a-students-view-perspectives-on-a-gradeless-grading-and-growth-centered-feedback-classroom #K12 #education #ungrading
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Sofia is an 8th grade student in Theresa Walter's English Class on Long Island, NY. Sofia is in her second year of an ungrading experience in the English Language Arts in her school. Theresa is a teacher, and also the Department Chair who has supported her teachers' shift to a feedback-centered growth practice. The two sit down to reflect on the practice and its implications in their lives.
https://www.humanrestorationproject.org/writing/a-students-view-perspectives-on-a-gradeless-grading-and-growth-centered-feedback-classroom #K12 #education #ungrading
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Sofia is an 8th grade student in Theresa Walter's English Class on Long Island, NY. Sofia is in her second year of an ungrading experience in the English Language Arts in her school. Theresa is a teacher, and also the Department Chair who has supported her teachers' shift to a feedback-centered growth practice. The two sit down to reflect on the practice and its implications in their lives.
https://www.humanrestorationproject.org/writing/a-students-view-perspectives-on-a-gradeless-grading-and-growth-centered-feedback-classroom #K12 #education #ungrading
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Sofia is an 8th grade student in Theresa Walter's English Class on Long Island, NY. Sofia is in her second year of an ungrading experience in the English Language Arts in her school. Theresa is a teacher, and also the Department Chair who has supported her teachers' shift to a feedback-centered growth practice. The two sit down to reflect on the practice and its implications in their lives.
https://www.humanrestorationproject.org/writing/a-students-view-perspectives-on-a-gradeless-grading-and-growth-centered-feedback-classroom #K12 #education #ungrading
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Sofia is an 8th grade student in Theresa Walter's English Class on Long Island, NY. Sofia is in her second year of an ungrading experience in the English Language Arts in her school. Theresa is a teacher, and also the Department Chair who has supported her teachers' shift to a feedback-centered growth practice. The two sit down to reflect on the practice and its implications in their lives.
https://www.humanrestorationproject.org/writing/a-students-view-perspectives-on-a-gradeless-grading-and-growth-centered-feedback-classroom #K12 #education #ungrading
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@inthehands Would love to hear what #ungrading methods you have found success with, if you're willing to share!
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@inthehands Would love to hear what #ungrading methods you have found success with, if you're willing to share!
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@inthehands Would love to hear what #ungrading methods you have found success with, if you're willing to share!
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@inthehands Would love to hear what #ungrading methods you have found success with, if you're willing to share!
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@inthehands Would love to hear what #ungrading methods you have found success with, if you're willing to share!
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I was skeptical from the title of this article, but I think I like where it ended up:
John Warner on "Academic Integrity in an LLM World"
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I was skeptical from the title of this article, but I think I like where it ended up:
John Warner on "Academic Integrity in an LLM World"
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I was skeptical from the title of this article, but I think I like where it ended up:
John Warner on "Academic Integrity in an LLM World"
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I was skeptical from the title of this article, but I think I like where it ended up:
John Warner on "Academic Integrity in an LLM World"
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I was skeptical from the title of this article, but I think I like where it ended up:
John Warner on "Academic Integrity in an LLM World"
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Rebuilding Community with Bluesky Starter Packs
I’ve been waiting for people to move off X/Twitter. I’m glad to see the current momentum away from there. I was heavily invested in Twitter as a place of community and digital sociology since the days of Ferguson. Bluesky is now that place.
Here are some Bluesky Starter Packs we recommend. These will help you build back community. We’ll update this piece with more starter packs as we discover them.
Autism, Autistic
- Autistic Professionals
- Autism Research – Part 1
- Autism Research – Part 2
- Autistic Community
- The Autistic Folx Starter Pack
- Aut2Ask – Amplifying Autistic Voices
- Autistic Authors and Illustrators
- New Autism Research
- Double Rainbow 🌈🌈 Autistic AND LGBTQIA+
- Bobbi ‘s Autistic, ND, LGBTQIA, weird pride pack
AuDHD
Neurodiversity, Neurodivergent, Neuroaffirming
- Neuroaffirmative accounts
- 150 Bluesky Neurodivergent Starter Pack Bloc1
- 150 Bluesky Neurodivergent Starter Pack Bloc2
- 34 Bluesky Neurodivergent Starter Pack Bloc3
- Autistic Realms: Neuro-Affirming Starter Pack!
- Neurodivergent Starter Pack
- Neurodivergent writers and authors
- ND Authors, Writers & Creatives in Publishing
- The Spectrum+
- Bobbi ‘s Autistic, ND, LGBTQIA, weird pride pack
Neuroscience
Disability
Healthcare
- Occupational Therapy
- Doctors Without Borders Starter Pack
- PsychSky Pack I
- PsychSky Pack II
- Mental Elf staff & bloggers
- ME, Long Covid & co
Tech Ethics
Accessibility
Neuroqueer
Queer
- LGBTQ news starter pack
- What The Trans’s Starter Pack
- Transgender World’s Starter Pack
- Double Rainbow 🌈🌈 Autistic AND LGBTQIA+
- Bobbi ‘s Autistic, ND, LGBTQIA, weird pride pack
Weird Pride
Education
- Progressive Education
- #Ungrading & Alternative Assessment
- Blackademics
- Inclusion and Universal Design
- School mental health (research, practice + more!)
- #BlackEduSky
Media
Colonialism
Black
Women
Other Collections
#BlackEduSky #community #digitalSociology #socialMedia #Ungrading
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So far, so good. The first week of classes and my ungrading rollout went well. I think (emphasis on think) that learners will appreciate the feedback and honesty in the grading. #mtbos #grading #ungrading https://mrwaddell.net/blog/2024-08-28-students-reaction-to-ungrading/
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So far, so good. The first week of classes and my ungrading rollout went well. I think (emphasis on think) that learners will appreciate the feedback and honesty in the grading. #mtbos #grading #ungrading https://mrwaddell.net/blog/2024-08-28-students-reaction-to-ungrading/
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So far, so good. The first week of classes and my ungrading rollout went well. I think (emphasis on think) that learners will appreciate the feedback and honesty in the grading. #mtbos #grading #ungrading https://mrwaddell.net/blog/2024-08-28-students-reaction-to-ungrading/
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So far, so good. The first week of classes and my ungrading rollout went well. I think (emphasis on think) that learners will appreciate the feedback and honesty in the grading. #mtbos #grading #ungrading https://mrwaddell.net/blog/2024-08-28-students-reaction-to-ungrading/
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So far, so good. The first week of classes and my ungrading rollout went well. I think (emphasis on think) that learners will appreciate the feedback and honesty in the grading. #mtbos #grading #ungrading https://mrwaddell.net/blog/2024-08-28-students-reaction-to-ungrading/
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"The goal of this paradigm shift is to rethink what learning can be, how it’s measured, who measures it and, crucially, when one is finished." #ungrading #grading #education https://thetyee.ca/Analysis/2024/07/31/Good-Riddance-Easy-A/
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"The goal of this paradigm shift is to rethink what learning can be, how it’s measured, who measures it and, crucially, when one is finished." #ungrading #grading #education https://thetyee.ca/Analysis/2024/07/31/Good-Riddance-Easy-A/
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"The goal of this paradigm shift is to rethink what learning can be, how it’s measured, who measures it and, crucially, when one is finished." #ungrading #grading #education https://thetyee.ca/Analysis/2024/07/31/Good-Riddance-Easy-A/
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"The goal of this paradigm shift is to rethink what learning can be, how it’s measured, who measures it and, crucially, when one is finished." #ungrading #grading #education https://thetyee.ca/Analysis/2024/07/31/Good-Riddance-Easy-A/
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"The goal of this paradigm shift is to rethink what learning can be, how it’s measured, who measures it and, crucially, when one is finished." #ungrading #grading #education https://thetyee.ca/Analysis/2024/07/31/Good-Riddance-Easy-A/
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I am looking into the idea of ungrading or other alternative ways of dealing with assessment and grading. So expect to see more links along those lines! #ungrading #grading #teaching #pedagogy #assessment : "A stop/start/continue for the ungrading community"(https://rtalbert.org/a-stop-start-continue-for-the-ungrading-community/?utm_source=Iterable&utm_medium=email&utm_campaign=campaign_7146472_nl_Teaching_date_20230629&cid=te&source=&sourceid=)
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This article lays out many of the things that worry and bother me about the way we teach, assess and grade. #teaching #grading #ungrading #math #higher-education : "Grading for Growth"(https://gradingforgrowth.com/p/when-is-a-number-not-a-number)
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NEW: A Dialogue - Is The Gradeless Revolution Upon Us? Two English teachers from Long Island, NY talk about a radical choice — dropping grades altogether.
https://www.humanrestorationproject.org/writing/a-dialogue-is-the-gradeless-revolution-upon-us #TG2Chat #gradeless #ungrading #edchat #education
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NEW: A Dialogue - Is The Gradeless Revolution Upon Us? Two English teachers from Long Island, NY talk about a radical choice — dropping grades altogether.
https://www.humanrestorationproject.org/writing/a-dialogue-is-the-gradeless-revolution-upon-us #TG2Chat #gradeless #ungrading #edchat #education
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NEW: A Dialogue - Is The Gradeless Revolution Upon Us? Two English teachers from Long Island, NY talk about a radical choice — dropping grades altogether.
https://www.humanrestorationproject.org/writing/a-dialogue-is-the-gradeless-revolution-upon-us #TG2Chat #gradeless #ungrading #edchat #education
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"Courage, Risk, and Change in Higher Education" by Josh Eyler https://josheyler.substack.com/p/courage-risk-and-change-in-higher
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"Courage, Risk, and Change in Higher Education" by Josh Eyler https://josheyler.substack.com/p/courage-risk-and-change-in-higher
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"Courage, Risk, and Change in Higher Education" by Josh Eyler https://josheyler.substack.com/p/courage-risk-and-change-in-higher