#Ungrading is part of a love ethic.
When the grade is no longer the focus, our day-to-day interactions with students change. Our process of working with them takes a completely different tone and tenor. We evaluate, yes, but as part of the process.
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When the grade is no longer the focus, our day-to-day interactions with students change. Our process of working with them takes a completely different tone and tenor. We evaluate, yes, but as part of the process.
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Our responsibility is to seek understanding first. To try to understand their work *from their perspective* as much as possible.
This applies to anything we evaluate: student work, faculty dossiers, manuscripts for peer-review, etc.
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This applies to anything we evaluate: student work, faculty dossiers, manuscripts for peer-review, etc.
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If we can ask them about it directly, as we often can with students, we should.
In earnest, open-ended, without snark or sarcasm or irony:
“What are you trying to do here?”
“Why did you make this choice?”
“How are you approaching this?”
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In earnest, open-ended, without snark or sarcasm or irony:
“What are you trying to do here?”
“Why did you make this choice?”
“How are you approaching this?”
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If we can’t ask about the work directly, our response should come from a place of curiosity and acknowledgment. From understanding as the basis for evaluation and feedback; student, peer, or otherwise.
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"Understanding is love's other name." --Thich Nhat Hanh
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As soon as I posted this thread I got an email to fill out a survey on assessment culture that would "allow institutional leaders to use empirical evidence to develop, maintain, or augment *their* cultural of assessment."
Whose culture? Maybe I'll fill it out with heart emojis.
Whose culture? Maybe I'll fill it out with heart emojis.
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