Bibliography for the Topics of Nontraditional Assessment and Ungrading
“A meta-analysis on the impact of grades and comments on academic motivation and achievement: a case for written feedback” by Alison C. Koenka and others.
“A Q&A on Labor-based Grading” by Asao B. Inoue.
“Decentering to Communicate” by Emily Dosmar and Julia Williams, Teachers Going Gradeless.
“From Degrading to De-Grading” by Alfie Kohn.
Gibbs, Laura. “Getting Rid of Grades (book chapter).” OU Digital Teaching. 15 March 19.
“Going Gradeless: A Liberation from Anxiety,” Gina Benz.
Video: “Gradeless Class” by Vera Kat.
“Grades Versus Comments: Research on Student Feedback,” by Thomas R. Guskey.
“Grading: The Issue is Not How but Why” by Alfie Kohn.
“Grading Student Writing: Making it Simpler, Fairer, Clearer” by Peter Elbow.
“How Can Students Self-Assess When Teachers Do All the Grading and Work?” by Ki Sung.
“How Single Point Rubrics Can Improve Student Work,” by Drew Perkins.
Schwartz, Katrina. “How Teachers Are Changing Grading Practices With an Eye on Equity.” Mindshift. 10 Feb 19.
“How to Crowdsource Grading” by Cathy N. Davidson.
“How to Ungrade” by Jesse Stommel; Teaching in Higher Ed Podcast with Jesse Stommel: How to Ungrade.
“If bell hooks Made an LMS: Grades, Radical Openness, and Domain of One's Own” by Jesse Stommel.
Tobin, Thomas. “In the Halls of the King Under The Mountain (of Grading).” 04 Sept 19.
“Is Throwing Out Grades Too Idealistic?” by Jennifer Hurley.
“It’s a Struggle to be a Progressive Educator Whose Child Goes to a Traditional High School,” by Starr Sackstein.
“Learning is Not a Mechanism: Assessment, Student Agency, and Digital Spaces” [slides] by Jesse Stommel.
“Methods for Managing Late Work,” by Laura Lee.
Peter Elbow’s “Minimal Grading.” [PDF?]
Winslow, Dr. Michael. “My first attempt at ungrading.” (Re)volution in Teaching. 28 Oct 19.
“Ranking, Evaluating, Liking: Sorting Out Three Forms of Judgement” by Peter Elbow.
“Reflections on Ungrading for the 4th time,” by Maha Bali.
“Student Designed Units,” by Catlin Tucker.
“Students Learn More When They Do the Work,” by Catlin Tucker.
“Teaching More by Grading Less (or Differently)” by Jeffrey Schinske and Kimberly Tanner.
“The Apathy Problem,” by Bennett Jester.
“The economics of the classroom -or- Why grades encourage bad habits” by Kris Shaffer.
“The Low-hanging Fruit of Grading Reform: Eliminating the Zero,” by Joshua Kunnath.
“The Power of Student Conferencing,” by John Spencer.
“The Road to Gradeless,” by Erin Mayer.
“The Trouble with Rubrics” by Alfie Kohn.
“Thoughts on Using Grades to Keep Kids Motivated at the End of the Year,” by Eric Schlabach.
“Tips from Dr. Marzano: Formative Assessment & Standards-Based Grading,” by Robert J. Marzano.
“To Grade or Not to Grade?” Sybil Priebe’s multi-genre research paper on this topic (completed it alongside her students as they researched their own topics)...
“Turn Feedback into Progress,” by Starr Sackstein.
Christina Moore, “Ungrading a Digital Ethnography.”
“Ungrading My Class – Reflections on a Second Iteration,” by Maha Bali.
Ungrading Handbook from the Human Restoration Project.
“(Un)Grading: It Can Be Done in College” by Laura Gibbs.
JESSE STOMMEL’S UNGRADING WORKSHOP DOCUMENT.
“Using Small Multiples for Keeping Track of Student Work” by M. A. Syverson.
Handout: Ways to Cut Your Grading Time in Half by Cult of Pedagogy/Jennifer Gonzalez.
“When to Say When with Homework,” by Starr Sackstein.
“Why I Don’t Grade” by Jesse Stommel.
“7 Reasons Why the Conditions are Right for a Learning Beyond Letter Grades Revolution,” by Bernard Bull.
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“Students React to a Class Without Grades,” by Starr Sackstein.
“Student Voice and the Gradeless Class,” by Aaron Blackwelder.
In addition to the above sources, try seeking out information on social media:
[1] If the links to the titles are broken, please let me know.