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Could 'ungrading' promote equity and social justice in higher education?
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Mwila, Natasha Katuta (2024) Could 'ungrading' promote equity and social justice in higher education? In: Warwick Education Conference 2024, United Kingdom, 2 May 2024
Video (MPEG) (Video Recorded Nano Presentation)
social_justice.mp4 - Presentation Download (80Mb) |
Official URL: https://warwick.ac.uk/fac/cross_fac/academic-devel...
Abstract
The traditional grading system in higher education has long been scrutinized for its potential to perpetuate inequality and hinder the pursuit of social justice (Link & Guskey, 2019). This nano-presentation explores the transformative concept of ungrading as a means to promote equity in higher education. Ungrading challenges the conventional assessment norms by emphasizing personalized and holistic approaches to evaluating student learning (Crogman et al., 2023).
This presentation delves into Bloom’s (1976) theoretical framework supporting ungrading, drawing connections between its implementation and the overarching goal of fostering equitable educational environments. By moving away from rigid grading structures, ungrading seeks to provide students with the space and freedom to engage deeply with course material, promoting a more inclusive and student-centred learning experience.
The presentation will address the potential impact of ungrading on marginalized and underrepresented student populations, considering the ways in which this innovative approach may mitigate existing disparities in academic achievement. The presentation will examine how ungrading aligns with the principles of social justice, offering a pathway to dismantle systemic barriers that hinder educational access and success.
Furthermore, the presentation will explore the role of instructors in implementing ungrading strategies, examining the challenges and benefits associated with this pedagogical shift. Insights will be shared regarding the cultivation of a supportive learning environment that encourages collaboration, critical thinking, and a sense of agency among students, ultimately contributing to a more equitable higher education landscape.
This nano-presentation advocates for a paradigm shift in the assessment practices of higher education institutions, emphasizing the potential of ungrading to create more inclusive and just learning environments. The insights presented aim to stimulate further discussion and exploration of alternative assessment methods that prioritize equity, diversity, and social justice in the pursuit of academic excellence.
Item Type: | Conference Item (Other) | ||||||
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Subjects: | H Social Sciences > HM Sociology L Education > LB Theory and practice of education > LB2300 Higher Education |
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Divisions: | Faculty of Social Sciences > Warwick Business School | ||||||
Library of Congress Subject Headings (LCSH): | Social justice, Educational tests and measurements, Students -- Rating of , Educational equalization , Educational attainment | ||||||
Official Date: | 26 April 2024 | ||||||
Dates: |
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Status: | Peer Reviewed | ||||||
Publication Status: | Published | ||||||
Copyright Holders: | Natasha Katuta Mwila | ||||||
Conference Paper Type: | Other | ||||||
Title of Event: | Warwick Education Conference 2024 | ||||||
Type of Event: | Conference | ||||||
Location of Event: | United Kingdom | ||||||
Date(s) of Event: | 2 May 2024 | ||||||
Open Access Version: |
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