'It Honestly Made Me Want to Work Harder': Student Evaluation of Using Ungrading in an Online Asynchronous Course
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| Title: | 'It Honestly Made Me Want to Work Harder': Student Evaluation of Using Ungrading in an Online Asynchronous Course |
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| Language: | English |
| Authors: | Kerstin Gerst Emerson |
| Source: | Teaching & Learning Inquiry. 2026 14. |
| Availability: | University of Calgary. Libraries & Cultural Resources, 410 University Court NW, Calgary, Alberta, T2N 1N4, Canada. Tel: 403-220-7175; e-mail: TLI@ucalgary.ca; Web site: https://journalhosting.ucalgary.ca/index.php/TLI/index |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Higher Education, Undergraduate Students, Online Courses, Asynchronous Communication, Grading, Grades (Scholastic), Student Evaluation, Self Evaluation (Individuals), Learning Motivation, Anxiety, Student Experience, Student Attitudes, Student Motivation |
| ISSN: | 2167-4779 2167-4787 |
| Abstract: | Educators are exploring alternative assessment methods that may better support student learning and development than traditional grades. Ungrading is one such method that deemphasizes traditional grades and focuses on self-assessment and intrinsic motivation. This process relies heavily on faculty feedback and engagement, which can be particularly challenging in asynchronous online courses where instructor-to-student engagement can be limited. Therefore, this paper examines the implementation of an ungrading assessment scheme in an asynchronous online course. Undergraduate students enrolled across two sections of the same online course with identical course content, engagement, and instructor provided insight for this study. Students completed non-graded content quizzes and completed self-assessment prompts at regular intervals. They also received extensive feedback on written assignments across the semester. Students assigned themselves a final course grade at the end of the semester. To evaluate the experience from the student's perspective, students completed a survey about their experience in the course once the instructor entered their grade. Quantitative results showed an overall high level of satisfaction with the grading scheme and high levels of confidence in achieving the course learning outcomes. The qualitative responses revealed themes of increased focus on learning, higher levels of intrinsic motivation, and reduced stress. However, students did report some anxiety and uncertainty with assigning their own grades. To ensure success, faculty should focus on clear communication and providing support to alleviate student concerns. Additionally, offering training in metacognition and self-evaluation can empower students to better assess their own performance and adapt to the ungrading process. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502145 |
| Database: | ERIC |
| Abstract: | Educators are exploring alternative assessment methods that may better support student learning and development than traditional grades. Ungrading is one such method that deemphasizes traditional grades and focuses on self-assessment and intrinsic motivation. This process relies heavily on faculty feedback and engagement, which can be particularly challenging in asynchronous online courses where instructor-to-student engagement can be limited. Therefore, this paper examines the implementation of an ungrading assessment scheme in an asynchronous online course. Undergraduate students enrolled across two sections of the same online course with identical course content, engagement, and instructor provided insight for this study. Students completed non-graded content quizzes and completed self-assessment prompts at regular intervals. They also received extensive feedback on written assignments across the semester. Students assigned themselves a final course grade at the end of the semester. To evaluate the experience from the student's perspective, students completed a survey about their experience in the course once the instructor entered their grade. Quantitative results showed an overall high level of satisfaction with the grading scheme and high levels of confidence in achieving the course learning outcomes. The qualitative responses revealed themes of increased focus on learning, higher levels of intrinsic motivation, and reduced stress. However, students did report some anxiety and uncertainty with assigning their own grades. To ensure success, faculty should focus on clear communication and providing support to alleviate student concerns. Additionally, offering training in metacognition and self-evaluation can empower students to better assess their own performance and adapt to the ungrading process. |
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| ISSN: | 2167-4779 2167-4787 |
