Potential Abstract: This research article explores the implementation of activity theoretic approaches to ungrading in educational settings through a Foucauldian lens, considering the potential of open science solutions. Ungrading, a pedagogical practice that challenges traditional grading systems, has gained attention for its potential to foster intrinsic motivation, student agency, and authentic learning experiences. However, there is limited research on the application of ungrading within the framework of activity theory and the influence of open science practices on its implementation.
Drawing on the theoretical foundations of activity theory, this study investigates the interplay between various activity systems, such as instructors, students, curriculum, and assessment practices, in the context of ungrading. The research explores how the principles of activity theory can inform the design and implementation of ungrading initiatives. Additionally, it examines the potential of open science approaches, which emphasize transparency, collaboration, and accessibility of research, to enhance the effectiveness of ungrading practices.
The study employs a mixed-methods research design, combining qualitative data collection methods such as interviews, observations, and document analysis with quantitative measures to examine the impact of ungrading on student engagement, motivation, and learning outcomes. Through a Foucauldian analysis, the research investigates power dynamics, disciplinary techniques, and knowledge production within the context of ungrading, shedding light on the potential of this pedagogical approach to challenge traditional power structures in education.
The findings of this research will contribute to the existing literature on ungrading and activity theory by providing insights into the implementation challenges, opportunities, and strategies for integrating ungrading practices within educational systems. Moreover, the study will inform the potential of open science solutions, such as open access to assessments and collaborative grading processes, to enhance the transformative potential of ungrading approaches.
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