Grading and Ungrading in Democratic Dialogic Classes Situated in a Conventional Higher Education Institution

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Author(s)Matusov, Eugene
Date Accessioned2025-05-08T14:35:52Z
Date Available2025-05-08T14:35:52Z
Publication Date2025-03-26
DescriptionThis article was originally published in Integrative Psychological and Behavioral Science. The version of record is available at: https://doi.org/10.1007/s12124-025-09903-w. © The Author(s) 2025. Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
AbstractThis article explores the contentious role of grading and ungrading in democratic dialogic education within conventional higher education. It critiques summative assessment for undermining genuine education by prioritizing compliance over inquiry, fostering distrust, and penalizing mistakes vital for educational growth. While institutionally mandated grading persists, the author introduces flexible pedagogical regimes accommodating diverse learner needs, including options for ungrading. These approaches prioritize student autonomy, emphasizing self-education rather than educational paternalism and credentialism. Challenges include cultural resistance, institutional constraints, and "school toxification." Despite obstacles, the author advocates for transformative practices that honor students' rights to self-education and preserve the integrity of democratic pedagogy.
SponsorNo funding.
CitationMatusov, E. Grading and Ungrading in Democratic Dialogic Classes Situated in a Conventional Higher Education Institution. Integr. psych. behav. 59, 37 (2025). https://doi.org/10.1007/s12124-025-09903-w
ISSN1936-3567
URLhttps://udspace.udel.edu/handle/19716/36116
Languageen_US
PublisherIntegrative Psychological and Behavioral Science
dc.rightsAttribution 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
Keywordsdemocratic education
Keywordsdialogic education
Keywordsgrading
Keywordsungrading
Keywordsself-education
Keywordspaternalistic education
TitleGrading and Ungrading in Democratic Dialogic Classes Situated in a Conventional Higher Education Institution
TypeArticle
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