Stommel, Jesse2023-07-192023-07-192023-04-28https://hdl.handle.net/1880/116764https://dx.doi.org/10.11575/PRISM/41606"Ungrading" means raising an eyebrow at grades as a systemic practice, distinct from simply not grading. The word is a present participle, an ongoing process, not a static set of practices. Too many of our approaches to grades treat students like they’re interchangeable and fail to recognize their complexity. Can we imagine flexible approaches to assessment, pedagogies which center intrinsic more than extrinsic motivation, encouraging and supporting learning, rather than policing behavior? We have to design to ensure a focus on equity, diversity, inclusion and accessibility, especially for those who identify within equity-deserving groups, including women, Indigenous peoples, visible/racialized minorities, persons with disabilities, and people who identify as LGBTQ2S+. This workshop will balance presentation with practical activities and discussion.enUnless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.Attribution-NonCommercial-NoDerivatives 4.0 InternationalLGBTQ2S+gradingassessmentpedagogydiversityOther resource