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Ditching the Rubric: Analyzing the effects of ungrading prctices on student writing confidence Item Info
- Title:
- Ditching the Rubric: Analyzing the effects of ungrading prctices on student writing confidence
- Creator:
- Matteson, Samantha
- Date Created:
- 2023-05
- Description:
- Abstract: For many high school students, grades can define a lot about their academic identity. For Self-Identified high achieving students, the reliance on grades for academic validation can be even worse. To separate grades from learning, many educators and scholars look towards going “gradeless” to remove grades as external motivational factors for doing well in school, as well as the inherent ranking of students that occurs with traditional grading practices. This essays questions just how much say grades have in determining a student’s writing confidence, and how ungrading can affect said writing confidence. The research performed suggests a notably strong link between grades and how students determine if they are good at writing. Research performed also suggested that students saw an increase in writing confidence when compared to traditional grading methods. The author notes the limitations of this research, while continuing to argue the effectiveness of ungrading as a viable alternative to traditional rubric based grading.
- Subjects:
- students writing classroom grades ungrading confidence
- Methods:
- qualitative research surveys
- Location:
- Clark County School District
- Latitude:
- 36.11444924
- Longitude:
- -115.1119906
- Language:
- English
Source
- Preferred Citation:
- "Ditching the Rubric: Analyzing the effects of ungrading prctices on student writing confidence", English Honors Thesis Repository, Nevada State University
- Reference Link:
- https://nevada-state-english.github.io/nsu-english-thesis/items/ht010.html