OPTYCs Tandem Conference 2023 Abstract Detail Page
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| Proposal Title: | Preliminary results from ungrading in large introductory physics courses |
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| Abstract Type: | Poster |
| Abstract: | While grading is a central part of most formalized systems of higher education today, grades are often misaligned with the learning outcomes important to physics instructors. Grades promote external motivation to learn rather than a learning-focused or internalized motivation. Furthermore, grades have been shown to enforce inequities in STEM. Alternative structures known as ungrading are a growing focus of study. I have implemented an ungrading approach based on student self-reflection and self-evaluation in large-enrollment (60-100 student) introductory mechanics and E&M courses for four terms. I present preliminary data from force concept inventories and grade distributions that suggest that this ungrading approach does not harm students' conceptual learning. I also present qualitative analysis showing a range of benefits from ungrading in introductory physics. |
Presenter Information | |
| Primary contact: | Benjamin Pollard |
| Institution name: | Worcester Polytechnic Institute |
| Co-presenter(s): | L M Dana, Worcester Polytechnic Institute |
Poster | |
| Poster: | Download the Poster |
