https://doi.org/10.5038/2379-9951.8.2.1235

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Author Biography

Shelli Casler-Failing, Ph.D. is an associate professor of middle grades and secondary mathematics education in the Department of Middle Grades and Secondary Education at Georgia Southern University. Shelli has taught in both P-12 and higher education settings with a combined 15 years of classroom experience. Shelli focuses much of her research in the areas of teacher education, mathematics education, productive struggle, and the integration of robotics technology in mathematics curriculum.

Abstract

This action research investigated pre-service teachers (PSTs) experiences with ungrading practices in a mathematics methods course designed for middle level PSTs (grades 4-8). This study analyzed archival data through the lenses of pedagogical content knowledge, growth mindset, and self-efficacy to investigate how PSTs’ experiences with the process of ungrading supported their development of pedagogical content knowledge. Throughout the course, verbal feedback was provided during class discourse and the interactive lectures and written feedback was provided for all submitted assignments. The feedback provided was both positive and constructive in nature. Based on the assignment or activity, constructive feedback was either provided to improve future work submissions or for a revise and resubmit of the current assignment. The findings provide evidence that the process of ungrading can be beneficial to learning. Ungrading supported PSTs by teaching them how to grow from the feedback provided and to reflect on their learning throughout the semester. The PSTs developed and improved their pedagogical content knowledge through the processes of revision and reflection. Ungrading is a process that takes more planning, support, and time, but the outcome is well worth the effort.

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