{"id":1297,"date":"2025-08-01T11:42:18","date_gmt":"2025-08-01T15:42:18","guid":{"rendered":"https:\/\/www.yorku.ca\/teachingcommonsdev\/?page_id=1297"},"modified":"2025-10-08T09:07:49","modified_gmt":"2025-10-08T13:07:49","slug":"ungrading-and-altenative-assessment","status":"publish","type":"page","link":"https:\/\/www.yorku.ca\/teachingcommons\/resources-by-topic\/assessment-resources\/ungrading-and-altenative-assessment\/","title":{"rendered":"Ungrading and alternative assessment"},"content":{"rendered":"\n
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\"Ungrading, rest and Reboot<\/a>\" By Ken Baur, 2019<\/figcaption><\/figure>\n<\/div>\n\n\n\n
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Ungrading is more than just the latest trend in higher education. Moving from alternative assessment to mainstream practices, these approaches offer practical solutions to many of the challenges posed by traditional grading. <\/p>\n\n\n\n

Ungrading is an umbrella term for a variety of learning focused evaluation strategies that share an ideology: to reduce the pressure of grades while increasing students\u2019 sense of agency in their learning. Ungrading strategies can be implemented in classes of all sizes and disciplines and have many variations (ie., self-assessment, peer assessment, formative assessments etc.) that can be customized to suit the size and level of the course.<\/p>\n<\/div>\n<\/div>\n\n\n\n

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