Students are getting it. Some are nervous because they have to demonstrate that they have earned the grade they say they earned. But that's one of the purposes of ungrading: metacognition. Thinking about thinking.
Ungrading is holistic: what have you learned about everything, anything. Not just facts and figures about US history. But about how to cite or how to use a library database or who to contact for help with advising or writing.
Here are a few questions I've given to students in the past:
What’s the most significant new thing you’ve learned to date? And how have you applied that outside of the classroom?
What was your biggest challenge to date in this class and how did you surmount it?
What’s the most surprising thing you’ve learned to date about US history? Explain what this is.
If you would give yourself a grade on two essays, would those grades be the same or different? Why?
Name someone outside of class you have turned to for help. How did he or she help you and how did or will you apply that assistance to other classes?
Group work is not always easy (or necessarily hard), how did your group work together? Without naming names, consider the group dynamics such as who took charge, who fell to the wayside and how the group accomplished the task.
How does metacognition help you to see your work on a deeper level?
Questions such as those. Anyhow, things are looking better this semester. At least they are looking better for the first eight weeks. Students are really getting into this ungrading thing. And I am happy to see them dig deep into their own roles in learning.
