Ungrading Drives Student Engagement and Promotes Learning in an Animal Physiology Course

Although the goal of assessment should be to improve learning, grades make students focus on the evaluation of their work, often limiting the learning process. Ungrading is an approach to grading that increases the focus on feedback and growth and decreases the emphasis on "points." Building on the ungrading strategies I implemented in several Course-Based Undergraduate Research Experiences (CUREs) during the Fall 2023 semester, I adapted this assessment approach in my animal physiology course in Spring 2024. Student learning was assessed using qualitative approaches with an emphasis on quality feedback from me and self-reflection – students did not get letter or number grades for individual assignments. At the middle and at the end of the semester, students suggested a course grade and explained how they arrived at that grade. Analysis of reflections/self-assessments showed evidence of learning as students made progress towards personal goals as well as course learning goals. Feedback on an end-of-course survey highlighted student expectations and attitudes towards ungrading, with 86% of respondents (n=22) saying that this course being not graded contributed to their learning and, if given a choice, they would prefer to take a course ungraded. With ungrading, students are more engaged during class and seem less stressed because they are not worried about earning as many points as possible for each assignment. Adoption of this ungrading policy in my courses fosters a collaborative environment where students are encouraged to learn and grow. All protocols were approved by Rice University IRB (Protocols FY-2023-239 and FY-2024-47). This abstract was presented at the American Physiology Summit 2025 and is only available in HTML format. There is no downloadable file or PDF version. The Physiology editorial board was not involved in the peer review process.