Potential Abstract:
This research article examines the intricate interplay between context-laden textuality, conservative educational environments, and the implementation of ungrading practices in service learning settings. Drawing on a qualitative case study approach, data was collected from a cohort of undergraduate students engaged in a service learning course within a conservative institution. The study focused on students’ experiences with ungrading, which involves providing feedback and assessment without traditional letter grades, and how this approach intersects with the complexities of navigating conservative ideologies and textual practices. By analyzing student reflections, instructor feedback, and course artifacts, this study aims to uncover how the adoption of ungrading in service learning can both challenge and reinforce existing power dynamics, ideologies, and textual norms within conservative educational contexts. The findings shed light on the potential of ungrading as a pedagogical tool for promoting critical engagement with textuality, fostering student agency, and disrupting conventional grading practices in conservative settings.
Potential References:
- Transformative Assessment
- Student Perceptions of Democratic Contract Grading, Specifications Grading, and Ungrading in Community College
- Grading (R) Evolution: An Inquiry Group of Secondary Teachers’ Examines Their Grading Practices
- Small-group pedagogy: Consciousness raising in conservative times
- Off the mark: How grades, ratings, and rankings undermine learning (but don’t have to)
