Assessing gerontology students’ perceptions of ungrading

Increasingly, ungrading practices are utilized by instructors to reduce student anxiety associated with grade achievement and increase the impact of feedback as a driver of academic achievement. Studies exploring the impact of ungrading practices largely focus on the instructor's perspective and are discipline-specific. This study sought to expand upon existing ungrading literature by focusing on student perceptions of ungrading within the gerontology field. Students in two graduate gerontology courses utilizing ungrading strategies shared their experiences through an end of semester survey. A thematic analysis of the results presented consistent conversations focused on academic risk taking, stress and anxiety, and instructor feedback. The study results are in line with previous research, providing further support for ungrading practices to be considered across academic disciplines as tools that empower students to confidently take ownership over their learning experience.