“I Am Worth More Than My Grades”: Student Reflections on Ungrading in Social Work Courses

Social work values such as dignity, justice, and inclusion call social workers to engage in teaching practices that are responsive to student needs. Ungrading is an assessment philosophy that empowers students to engage with the learning process by including them in the evaluation of their learning and grade outcome. The present study examines student perceptions of ungrading practices in social work education. This study analyzed open-ended mid- and end-of-semester assignments from three undergraduate social work courses taught by faculty at two different universities in spring 2022. Students reflected on their experiences and the responses were then coded and sorted into two major categories: (a) evaluation of ungrading as an approach and (b) understanding about self or others in the context of ungrading. Most students reported positive evaluations and positive effects on learning, although some had mixed feelings about the flexible structures of coursework. Students reported feeling less stressed, more empowered, and some noted positive effects on their health. Findings illustrate the alignment between ungrading approaches and social work values; however, more widespread implementation requires attention to changing structures that create inequity for faculty who face discrimination within educational settings.