Thread by @dbuckedu

🧵I've been finally able to process and ruminate over Ss Final Self-Assessments in an intense 5-week summer comp. course that employs a *labor reflex* approach to #ungrading. Some lessons & observations:

✅Students are intrinsically motivated to learn (and even "unlearn"). 1/

✅ Reflective practice is critical for self-assessment and for locating areas for improvement.
✅ But Ss need time and practice to reflect fully & deeply.
✅ Ss possess more important and stronger goals for learning than can ever be established in the syllabus *outcomes*. 2/

✅ Definitely try out @Jessifer's approach to *epiphanies*. Ask Ss for those "aha" moments--you won't be disappointed!
✅ Some words used to describe initial reactions to #ungrading: "refreshing" "scared" "anxious" "skeptical" "worried" "love!" "excited" "shocked" "concern" 3/

✅ Ss can be DEEPLY reflective about how and why they learn -- just ask them!
✅ #Annotation (via @hypothes_is) is the way to go--Ss consistently express how much they enjoy it.
✅ Ss favorite learning target--to establish personal goals for the course & writing growth. 4/

✅ #1 outcome from a #gradeless learning environment -- Student Confidence!
✅ What happens when Ss leave an #ungrading course for a course using traditional grading? Trust them to transfer a personal focus on their learning growth, not on the end product (or final grade)! 5/END