UNGRADING IN LANGUAGE PROGRAMS

In this chapter, we discuss reasons for moving away from traditional forms of grading in language programs and review the literature on ungrading, or the intentional act of going gradeless. We then offer two concrete ways in which educators and language program directors can rethink assessment in language programs and train future instructors to implement ungrading practices. The first example integrates and models ungrading practices in language teaching methods and/or language assessment courses in graduate programs. The second example applies specific ungrading practices in language programs (minimal and specifications grading) and shows how language program directors can do this while also navigating the needs of learners, their broader instructional team, and the affordances of our programs. Both examples allowed instructors and students to shift their focus away from grades to learning while making it possible for a variety of instructors (e.g., TAs, lecturers) to work together in their implementation. The chapter concludes with several context-specific reflections and recommendations for language program administrators.