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In this FLO Friday session, you will explore ungrading as a critical pedagogical tool that places the emphasis on feedback of student work instead of instructor-determined grades. FLO facilitator, Claire Hay, employed process letters as an ungrading practice in a fourth-year university course that used an active learning, co-constructed approach to the curriculum. At the end of the course, she anonymously surveyed students on their perceptions of the ungrading practice. In this FLO Friday session, Claire will tell the story of this ungrading experience, including a review of the ungrading philosophy, discussion of her approach, and instructor and student insights. The session will also consider ways to ensure student, instructor, and system needs are met. This will be an interactive session; you can expect to engage through polls, chats, and a short breakout activity.
Presenter Biography: Claire Hay, MSc (she/her), is a teaching and learning specialist for curriculum and assessment in the Teaching and Learning Centre at University of the Fraser Valley (UFV). She is a geographer by training and has taught at UFV since 2002. In April 2020 she joined the Teaching and Learning Centre, where she works with faculty who are growing their teaching and learning practice in the areas of assessment and curriculum development. Claire also teaches courses as a sessional instructor in the School of Land Use and Environmental Change at UFV. You can reach her at firstname.lastname@example.org.