ThinqStudio

This is a hybrid event. We will have a zoom link sent out to registrants the day before the event.

CU Denver professors have been adapting radical new forms of assessments in the classroom in recent years such as asking for self-reflections or inviting students to assign their own letter grades. While these approaches vary by discipline, they can roughly be gathered under the label "ungrading," which captures the "small acts of pedagogical disobedience" that invite students to think critically about the school system--as well as their own learning--works. 

Instructors who practice ungrading often love it, but what about the students themselves? This panel invites graduate and undergraduate students to share how the ungrading experience worked--and didn't work--for them. If you are considering using new approaches to assessment in your classroom, this is your chance to ask students what they found most beneficial to their learning process, and whether the oft-professed goal of creating more democratic, learner-led classrooms is even desirable to students.