Abstract
This study investigates the impact of ungraded classroom evaluation structures on students' development of agency for learning. Through survey research comparing traditionally graded classes with those employing ungrading practices, student responses are analyzed. Results suggest potential increases in student agency among those in ungraded classes. This challenges prevailing education practices, highlighting the shift towards student-centered, formative learning experiences when agency is actively encouraged.
Department/Program
Teacher Education
Submission Type
in-person poster
Date
4-9-2024
Rights
Copyright the Author(s)
Recommended Citation
Feldstein, Linda E.; Hartman, Robyn; and Stramel, Janet
(2024)
"Ungrading’s Affect on Student Agency in the Education Classroom,"
SACAD: John Heinrichs Scholarly and Creative Activity Days: Vol. 2024, Article 64.
Available at:
https://scholars.fhsu.edu/sacad/vol2024/iss2024/64
Included in
Educational Assessment, Evaluation, and Research Commons, Scholarship of Teaching and Learning Commons