Potential Abstract:
Abstract: This research study utilizes a sociopolitical lens to examine the practice of ungrading in education, drawing on the theoretical frameworks of John Dewey and behavioral economics. Ungrading refers to the approach of eliminating traditional grading practices in favor of more holistic and personalized methods of assessment. By incorporating sociopolitical perspectives, this study aims to explore the implications of ungrading on student motivation, engagement, and equity in educational settings. Furthermore, the synthesis of Deweyan principles and insights from behavioral economics provides a unique theoretical foundation to understand and advocate for the adoption of ungrading practices in the context of modern education.
By applying Dewey’s emphasis on experiential learning and democracy in education, and insights from behavioral economics that shed light on individual decision-making processes, this study seeks to offer a comprehensive analysis of how ungrading can foster deeper student learning experiences and promote more equitable outcomes. Through a critical examination of power dynamics, socio-cultural influences, and student agency within the educational system, this research aims to challenge traditional assessment practices and advocate for a more student-centered and empowering approach to evaluation.
This study contributes to the ongoing discourse on assessment practices in education by bridging the gap between theoretical perspectives in education and insights from behavioral economics. The findings of this research have the potential to inform policy decisions, pedagogical approaches, and professional development initiatives aimed at promoting more equitable and student-centered assessment practices in educational settings.
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