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I’ve heard two general concerns about ungrading and neurodivergent students. First, that many neurodivergents need structure even more than other students. 2/n
I think this is based on the false idea that ungraded classes are less structured. In reality, how a class is graded (or not) and degree of structure are two separate design elements. Ungraded does NOT mean unstructured. 3/n
How I explain #ungrading and my reasoning on my #RWUCancerBio syllabus, a 🧵:
For this course, I am using a philosophy of assessment called “ungrading” where there are no marks (numbers or letters) on individual assignments.
For this course, I am using a philosophy of assessment called “ungrading” where there are no marks (numbers or letters) on individual assignments.
However, I will give you specific feedback so that you know what’s going well and what could use improvement!
Why no grades? Here are some of my reasons:
Why no grades? Here are some of my reasons:
•Grades create a perverse incentive. My goal in this course is for you to engaged in authentic learning driven by your own curiosity rather than by the desire for a certain grade.
As a capstone project, my talented #RWUCancerBio students wrote "explainer articles" for @sciworthy, a #SciComm site dedicated to demystifying scientific studies for the public. Three have been accepted already and will be posted starting next week! Others are in review. @myrwu
My students have loved this project, which required a skillset completely different from their training in academic writing. 10/10 would recommend working with editor-in-chief Gina Misra & her team! Check out their professor partnership program: sciworthy.com/ppp/
Students participated in an online training course, "Writing for the People," which honestly probably helped MY writing as well. Then their articles were edited by both me and the professionals at Sciworthy.
