The Ungrading Learning Theory We Have Is Not the Ungrading Learning Theory We Need
CBE Life Sciences Education, ISSN: 1931-7913, Vol: 23, Issue: 3, Page: es6
2024
- 5Citations
- 29Captures
Metric Options: Counts1 Year3 YearSelecting the 1-year or 3-year option will change the metrics count to percentiles, illustrating how an article or review compares to other articles or reviews within the selected time period in the same journal. Selecting the 1-year option compares the metrics against other articles/reviews that were also published in the same calendar year. Selecting the 3-year option compares the metrics against other articles/reviews that were also published in the same calendar year plus the two years prior.
Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Article Description
Ungrading is an emancipatory pedagogy that focuses on evaluative assessment of learn-ing. Self-regulated learning (SRL) has consistently been referred to as the learning theory that undergirds ungrading, but SRL—with its deficit frame in the literature and in practice— fails to uphold ungrading’s emancipatory aims. An asset-framed learning theory—one that combines the cultural orientation of funds of knowledge with the power dynamics of community cultural wealth—is proposed as an alternative to SRL. The proposed learning theory aligns ungrading to its emancipatory aims and may provide an opportunity to better understand the learning that occurs in ungraded classrooms. Scholarly and practical impacts for Science, Technology, Engineering, and Mathematics (STEM), and specifically biology, educational research and practice include investigating the plausibility of mix-ing learning theories, aligning learning theory to emancipatory aims and researching how faculty activate funds of knowledge and community cultural wealth, both individually and collectively, in ungraded STEM classrooms.
Bibliographic Details
American Society for Cell Biology (ASCB)
Provide Feedback
Have ideas for a new metric? Would you like to see something else here?Let us know