Read and share: Share at least one idea on how ungrading practices could help reduce ChatGPT-generated responses in your teaching context. by FSC

Project-Based Learning

2024-01-05 19:24:57 UTC

Shift from traditional exams to more project-based learning.

Self-reflection

2024-01-05 22:42:01 UTC

Self-reflections and metacognition

Self Assessment

2024-01-05 23:43:39 UTC

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

Process Letters

2024-01-08 04:10:23 UTC

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.

Portfolios

2024-01-08 05:39:40 UTC

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.

Self Reflection and Real Aorld Applications.

2024-01-19 16:10:22 UTC

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.

Portfolios and Growth

2024-02-14 00:56:15 UTC

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.

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.

2024-04-16 23:51:32 UTC

Less Pressure

2024-04-17 01:39:12 UTC

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.

Self-assessment

2024-05-16 21:29:54 UTC

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

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

2024-08-28 03:50:13 UTC

Self Assesment

2024-09-02 16:45:44 UTC

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

2025-01-03 16:33:02 UTC

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

Ungrading

2025-04-11 15:13:14 UTC

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.

Process Letters

2025-04-23 01:27:22 UTC

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

Process Long-hand work

2025-04-23 17:52:09 UTC

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.

Self Evaluation

2025-05-02 03:15:31 UTC

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.

Self-Assessment

2025-05-14 22:57:47 UTC

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.

Self-Evaluation

2025-05-15 05:56:06 UTC

"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

Self Assessment

2025-05-22 16:51:23 UTC

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.

Minimal Grading

2025-05-28 18:29:10 UTC

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.

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.

2025-08-08 18:40:04 UTC

2025-09-29 21:33:32 UTC

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

Peer review and process letters

2026-01-08 23:09:04 UTC

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.

old-fashioned

2026-04-21 23:07:34 UTC

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'.