What Happened When We Stopped Grading?
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| Title: | What Happened When We Stopped Grading? |
|---|---|
| Language: | English |
| Authors: | Paul Stonehouse, Callie Schultz, Russ Curtis, Jeremy Schultz, Sarah Farrar |
| Source: | Schole: A Journal of Leisure Studies and Recreation Education. 2025 40(1-2):38-52. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Grading, Alternative Assessment, Equal Education, Learner Controlled Instruction, Personal Autonomy, Self Evaluation (Individuals), College Instruction, Teaching Methods, Instructional Effectiveness |
| DOI: | 10.1080/1937156X.2025.2540779 |
| ISSN: | 1937-156X 2162-4097 |
| Abstract: | How can faculty genuinely teach about social justice while modeling injustice with a grading system that often rewards those with privilege who have learned to "play the game" and produce the "desired" output? This is akin to teaching students about oppression by oppressing them. In this paper, we share two case studies from our graduate-level [concealed] Education courses where we chose "not" to grade "at all" and instead for students to determine their own final grade for the course. We begin by outlining our rationale for not grading. Next, we provide an overview of the courses including a practical overview of "how" we implement not grading in the courses and with the students. Finally, we share student and faculty reflections on the processes and results of no grading in the course. We conclude with a Q&A that we hope may provoke thought for those playing with the idea in teaching in this way. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500375 |
| Database: | ERIC |
| Abstract: | How can faculty genuinely teach about social justice while modeling injustice with a grading system that often rewards those with privilege who have learned to "play the game" and produce the "desired" output? This is akin to teaching students about oppression by oppressing them. In this paper, we share two case studies from our graduate-level [concealed] Education courses where we chose "not" to grade "at all" and instead for students to determine their own final grade for the course. We begin by outlining our rationale for not grading. Next, we provide an overview of the courses including a practical overview of "how" we implement not grading in the courses and with the students. Finally, we share student and faculty reflections on the processes and results of no grading in the course. We conclude with a Q&A that we hope may provoke thought for those playing with the idea in teaching in this way. |
|---|---|
| ISSN: | 1937-156X 2162-4097 |
| DOI: | 10.1080/1937156X.2025.2540779 |
