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How Ungrading Practices Could Reduce ChatGPT-Generated Responses in ASL: I would replace traditional grades with student self-assessment reflections paired with narrative feedback, culminating in a collaborative grade conference where students propose their own grade based on growth. After each ASL performance, students reflect on what they did well, what was challenging, and how they've improved, while I provide feedback on next steps rather than a grade. This reduces AI use because it removes the "points for work" mentality that incentivizes shortcuts, requires metacognitive reflection ChatGPT cannot authentically provide (AI can't describe what a specific student personally struggled with or how their signing improved), and builds ownership where students invested in their learning journey are less likely to outsource work. The combination of live ASL performance plus personal reflection is AI-proof, ChatGPT cannot sign or genuinely reflect on an individual's embodied learning experience making AI counterproductive when the goal is tracking personal skill development rather than chasing grades.

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One way I could use ungrading to reduce ChatGPT-generated responses in my teaching context is to incorporate self-reflections and process letters into assignments. Instead of making the final written product the primary focus, students would regularly reflect on how their thinking developed, what sources they used, what challenges they encountered, and how they revised their work. The article describes process letters as a way for students to explain their learning and how their work evolves over the term.

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Call me old-fashioned, but I think that as soon as there is some writing involved, it needs to be assessed and given feedback by the instructor, not just asking the student's for their process letters. I'd love to not grade, but I'm not convinced that this would work for a science class where students have to be able to demonstrate that they understand material on which they can build for succeeding in future courses. Also, when writing is involved, AI is going to be soooo tempting especially if the student knows that it won't be 'graded'.

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I like the idea of having students write process letters, specifically explaining how she used feedback from peer evaluations and the instructor to strengthen assignments and projects later in the course.

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Create self assessment and questions, so they can focus on expressing their own ideas, and reflecting.

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Students have specific tasks to do.  Along with performing the task, students need to document certain information and experiential responses to questions that confirm that they performed the activity.  The document is grading from 1 to 4, with 3 and 4 in the satisfactory category.

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Students have specific tasks to do.  Along with performing the task, students need to document certain information and experiential responses to questions that confirm that they performed the activity.  The document is grading from 1 to 4, with 3 and 4 in the satisfactory category.

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I like the idea (and try to implement it) of students not being evaluated for their work but rather being credited for their work (for the most part). In some instances, I have students do work that when completed, become useful resources they can use for writing across the disciplines.

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Having students self-assess, explaining why they deserve a certain grade, seems to have a certain logic in that it requires a certain degree of course-related specificity.

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"critical thinking is what will help them save my life when they encounter a situation they've never encountered before." This quote stood out to me, because it addresses how grading is often reduced to simply knowing facts rather than being able to apply to them. Students should be able to reflect on what they know and how to apply their ideas instead of regurgitating information that can now easily be faked with the use of AI

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Having students collaborate on rubrics and then having them assess whether they have met competency for the rubric they created can keep students more invested in the work they do.

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Self assessment as part of ungrading, as a conclusion activity of each project phase's completion is a great practice to get immediate feedback. It is also part of documentation of their work progress.

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A process discussion board also called the Work It Out Discussion Board where students can copy/paste notes they've taken from studying, where they can answer module key questions, where they can ask questions. The free flow of open writing and the free flow of reading posts with no pressure about due dates and peer feedback, just documenting their work and access to other student long hand work.

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Having students talk about their own process and what grade they deserve is genius.

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This type of format seems very subjective and connected to the persons experience. AI would not be able to provide information for the student in this context.

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1. After completing the main career search task, ask students to write a brief reflection (200-300 words) addressing:

How the careers they researched align with their personal strengths and interests

personalize or make them add reflections

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Give the student agency, honesty, and accountability by having them show how they've completed the course objectives through portfolios and self evaluation sheets.

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Assign projects and other assignments that build on the previous unit/module.

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Assign projects and other assignments that build on the previous unit/module.

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ChatGPT can't self-reflect on a student's own experiences!

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With ungrading, students may feel less pressure to get the "right" answer. This may lead them to more critical thinking and application. This could also reduce their use of AI because they are not looking for the one correct answer.

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Having students submit a short PowerPoint on a topic covered in science lecture where photographs and maps help answer the question. So this is not so much ungrading as credit no credit but it would avoid AI.

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Having students submit a short PowerPoint on a topic covered in science lecture where photographs and maps help answer the question. So this is not so much ungrading as credit no credit but it would avoid AI.

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By de-emphasizing grades, students learn to assess their own understanding and identify areas for improvement, fostering self-directed learning and taking ownership of their education. Portfolios provide a sense of the growth in learning that has taken place during a course.

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Self Reflection and Real Aorld Applications.

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Self Reflection and Real Aorld Applications.

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Reflecting on one's learning journey regarding a specific concept and expressing personal sentiments about it could potentially diminish the occurrence of AI-generated responses. Additionally, incorporating assignments with real-world applications appears to be a promising strategy for mitigating reliance on automated responses. These approaches not only encourage genuine understanding but also provide a meaningful context for students to apply their knowledge.

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The use of portfolios is interesting because it's reflective of the work students put into the whole course and the skills they accumulated over time. It's an authentic assessment that Chat GPT couldn't complete.

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I thoroughly enjoyed the article shared, especially the examples provided for alternative ways of assessing students. Process letters provide a way for student to self reflect on their learning and their determined areas of growth.

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Reflecting on one's own performance is not something that can be done with Chat GPT.

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Self-reflections and metacognition

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Shift from traditional exams to more project-based learning.