Equality in Teaching Assessment

This area of research seeks to rectify some of the inequalities that exist in the college classroom.

Since its inception, letter grading has received sustained criticism from scholars related to its reliability and validity as a measure of student learning, as well as its impact on students’ intrinsic motivation, psychological well-being, and learning outcomes. Despite this, few alternate assessment techniques have been studied empirically, especially in sociology classes. My colleagues and I completed two semesters of courses utilizing the new assessment technique of ungrading, or alternate assessment. Using data collected across these two semesters, we find that the implementation of ungrading resulted in a measured decrease in student stress and anxiety as well as an increase in self-reported learning as compared to traditionally letter-graded classes. Future research in this area will continue to marry my interest of creating an equitable classroom with my substantive focus on urban and community sociology and housing. For example, I hope to explore my implementation of community-based learning into my teaching in future publications.