Ungrading’s Affect on Student Agency in the Education Classroom

Authors

Linda E. Feldstein, Fort Hays State UniversityFollow
Robyn HartmanFollow
Janet Stramel, Fort Hays State UniversityFollow

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