Case Lab

Research in the Case lab focuses on how ungrading can shift students’ approach to learning and broaden participation in upper-level STEM courses. 

Other scholarly interests include using AI, online learning, and computer-based laboratory applications to enhance biomedical education. 

Project 1: Exploring how ungrading influences the way in which students approach learning in an upper-level biomedical science course, focusing on student motivation, reflective thinking, and preparatory behaviors. 

Project 2: Exploring the effectiveness of using AI (personalized GPTs) to support faculty efforts in an ungraded course.

Project 3: Exploring the use of Team-Based Learning (TBL) in an ungraded course to enhance student motivation and nurture preparatory behaviors.

Project 4: Creation of Interactive Prosection Laboratory Modules to enhance student engagement and self-directed behaviours in Medical and Health Professional Gross Anatomy education.

What is Ungrading?

Ungrading provides a solution to the many problems associated with the scientism of grading by shifting the focus from grades to genuine learning and personal growth. Ungrading is an educational philosophy that challenges the traditional grading system by advocating for a focus on feedback, self-assessment, and growth, rather than assigning letter or number grades. It emphasizes student autonomy, intrinsic motivation, and the importance of the learning process over the final grade as key principles in promoting meaningful learning experiences.1 Ungrading can address the issues detailed above by broadening focus on learning, restoration of intrinsic motivation, empowering students to take ownership of their learning, and providing flexibility and accessibility.2 In short, ungrading offers a student-centered, holistic approach to promote a more fulfilling and effective educational experience. Examples of ungrading approaches are described in Table 1 below. 

Ungrading Table

(1) McMillan, J. H. & Hearn, J. Student Self-Assessment: The Key to Stronger Student Motivation and Higher Achievement. Educational Horizons 87, 40–49 (2008).

(2) Guberman, D. View of Student Perceptions of an Online Ungraded Course. Teaching & Learning Inquiry: The ISSOTL Journal 9, 86–98 (2021).