[Book Review] Ungrading: Why Rating Students Undermines Learning (and What to do Instead), edited by Susan D. Blum

Authors

DOI:

https://doi.org/10.20343/teachlearninqu.10.22

Abstract

Book review of Ungrading: Why Rating Students Undermines Learning (and What to do Instead), edited by Susan D. Blum.

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Author Biographies

Corinne A. Green, University of South Australia

Dr Corinne A. Green is an early career researcher and educator, currently working as an Academic Developer in the Teaching Innovation Unit at the University of South Australia. She has relished opportunities to collaborate with local and international colleagues on projects in the field of teacher education and the Scholarship of Teaching and Learning.

Conor West, University of Wollongong

Dr Conor West is a Lecturer in Academic Development within the Learning, Teaching & Curriculum centre at the University of Wollongong. West is a member of the Council of Australasian University Leaders in Learning and Teaching (CAULLT). She is a researcher in educational psychology and an advocate for the recognition and support of all teaching academics.

Janine Delahunty, University of Wollongong

Dr Janine Delahunty is an Honorary Fellow and was Senior Lecturer in Academic Development & Recognition at the University of Wollongong for a number of years. She is an Adjunct Fellow of the National Centre for Student Equity in Higher Education and Fellow of the Higher Education Academy (FHEA). Her longstanding interest in educational equity to improve the teaching-learning experience has been fostered through collaborations in a range of equity-focused projects and publications across higher education, linguistic and academic development journals.

References

Blackwelder, Aaron. 2020. “What Going Gradeless Taught Me about Doing the ‘Actual work’.” In Ungrading: Why Rating Students Undermines Learning (and What to do Instead), edited by Susan D. Blum, 42–52. West Virginia University Press.

Blum, Susan D. 2020a. “Conclusion: Not Simple but Essential.” In Ungrading:Why Rating Students Undermines Learning (and What to Do Instead), edited by Susan D. Blum, 219–28. West Virginia University Press.

Blum, Susan D. 2020b. “Introduction: Why Ungrade? Why Grade?” In Ungrading: Why Rating Students Undermines Learning (and What to Do Instead), edited by Susan D. Blum, 1–22. West Virginia University Press.

Blum, Susan D. 2020c. “Just One Change (Just Kidding): Ungrading and its Necessary Accompaniments.” In Ungrading: Why Rating Students Undermines Learning (and What to Do Instead), edited by Susan D. Blum, 53–73. West Virginia University Press.

Blum, Susan D., ed. 2020d. Ungrading: Why Rating Students Undermines Learning (and What to Do Instead): West Virginia University Press.

Chiaravalli, Arthur. 2020. “Grades Stifle Student Learning. Can We Learn to Teach Without Grades?” In Ungrading: Why Rating Students Undermines Learning (and What to Do Instead), edited by Susan D. Blum, 82–88. West Virginia University Press.

Chu, Gary. 2020. “The Point-less Classroom: A Math Teacher's Ironic Choice in Not Calculating Grades.” In Ungrading: Why Rating Students Undermines Learning (and What to Do Instead), edited by Susan D. Blum, 161–70. West Virginia University Press.

Felten, Peter. 2013. “Principles of Good Practice in SoTL." Teaching & Learning Inquiry 1 (1): 121–25. https://doi.org/10.20343/teachlearninqu.1.1.121.

Gandara, Melinda, and Tara Carter. 2021. “Ungrading and the Freedom to Learn.” International Society for the Scholarship of Teaching and Learning (ISSOTL21), Perth, WA, October 26–29.

Gibbs, Laura. 2020. “Let's Talk About Grading.” In Ungrading: Why Rating Students Undermines Learning (and What to Do Instead), edited by Susan D. Blum, 91–104. West Virginia University Press.

Guberman, Daniel. 2021. “Student Perceptions of an Online Ungraded Course.” Teaching & Learning Inquiry 9 (1): 86–98. https://doi.org/10.20343/teachlearninqu.9.1.8.

Katopodis, Christina, and Cathy N. Davidson. 2020. “Contract Grading and Peer Review.” In Ungrading: Why Rating Students Undermines Learning (and What to Do Instead), edited by Susan D. Blum, 105–122. West Virginia University Press.

Kirr, Joy. 2020. “Conference Musings and the G-word.” In Ungrading: Why Rating Students Undermines Learning (and What to Do Instead), edited by Susan D. Blum, 188–203. West Virginia University Press.

Kohn, Alfie. 2020. “Foreword.” In Ungrading: Why Rating Students Undermines Learning (and What to Do Instead), edited by Susan D. Blum, xiii–xx. West Virginia University Press.

Riesbeck, Christopher. 2020. “Critique-driven Learning and Assessment.” In Ungrading: Why Rating Students Undermines Learning (and What to Do Instead), edited by Susan D. Blum, 123–39. West Virginia University Press.

Sackstein, Starr. 2020. “Shifting the Grading Mindset.” In Ungrading: Why Rating Students Undermines Learning (and What to Do Instead), edited by Susan D. Blum, 74–81. West Virginia University Press.

Schultz-Bergin, Marcus. 2020. “Grade Anarchy in the Philosophy Classroom.” In Ungrading: Why Rating Students Undermines Learning (and What to Do Instead), edited by Susan D. Blum, 173–87. West Virginia University Press.

Sorensen-Unruh, Clarissa. 2020. “A STEM Ungrading Case Study: A Reflection on First-time Implementation in Organic Chemistry II.” In Ungrading: Why Rating Students Undermines Learning (and What to Do Instead), edited by Susan D. Blum, 140–60. West Virginia University Press.

Stommel, Jesse. 2020. “How to Ungrade.” In Ungrading: Why Rating Students Undermines Learning (and What to Do Instead), edited by Susan D. Blum, 25–41. West Virginia University Press.

Warner, John. 2020. “Wile E. Coyote, the Hero of Ungrading.” In Ungrading: Why Rating Students Undermines Learning (and What to Do Instead), edited by Susan D. Blum, 204–217. West Virginia University Press.

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Published

2022-06-08

How to Cite

Green, Corinne A., Conor West, and Janine Delahunty. 2022. “[Book Review] Ungrading: Why Rating Students Undermines Learning (and What to Do Instead), Edited by Susan D. Blum”. Teaching and Learning Inquiry 10 (June). https://doi.org/10.20343/teachlearninqu.10.22.

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Section

Teaching & Learning Inquiry Reviews