With growing research uncovering flaws and inequities within traditional grading systems, ungrading continues to rise in popularity. Ungraded classes utilize self-assessment or other forms of formative feedback to increase flexibility or promote internal motivation. This study focused on how ungrading impacts different aspects of student success in group learning environments. Students currently taking ungraded courses were interviewed regarding their group work experiences. The results of this study suggest that ungrading can promote more equitable group dynamics and create flexibility within conflicting team environments. Better understanding these effects can contribute to a more equitable culture to improve the enjoyment and learning experiences of all students.

• This report represents the work of one or more WPI undergraduate students submitted to the faculty as evidence of completion of a degree requirement. WPI routinely publishes these reports on its website without editorial or peer review.

Creator

• MacGregor, Michael

Subject

• Learning
• Inclusion
• Well-Being
• Project-Based Learning

Publisher

• Worcester Polytechnic Institute

Identifier

• E-project-042723-111630
• 105996

Keyword

• Grades
• Group Dynamics
• Equity
• Qualitative Methods
• Education Research
• Ungrading

Advisor

• Pollard, Ben

Year

• 2023

UN Sustainable Development Goals

• 4 - Quality Education
• 5 - Gender Equality
• 10 - Reducing Inequality

Date created

• 2023-04-27

Resource type

• Major Qualifying Project

Major

• Physics

Source

• E-project-042723-111630

Rights statement

• In Copyright

Last modified

• 2023-06-21