Grading Outside the Box: Exploring How Use of Alternative Assessment Methods Impacts Students’ Development of Agency for Learning

This study investigates how ungraded evaluation practices—such as self-assessment, peer feedback, reflection, and portfolios—shape students’ sense of agency in learning over a semester. Student agency positions learners as active participants, capable of influencing their educational experiences and outcomes (OECD, 2019). By shifting away from traditional grading structures, alternative assessment methods (Stommel, 2023) have the potential to foster greater autonomy, intrinsic motivation, and self-directed learning. The research focuses on juniors and seniors in higher education, examining how their motivation, engagement, and autonomy evolve in courses that use ungraded evaluation practices. Three key research questions guide the study: 1. How does students’ sense of agency for learning develop over a semester with ungraded evaluation? 2. Which alternative grading methods have the most significant impact on student agency? 3. What challenges and benefits do students encounter when transitioning from traditional grading to ungraded evaluation? Existing research suggests that grades can diminish intrinsic motivation and encourage competition over deep learning (Kohn, 2011; Stommel, 2023; Blum, 2017). However, studies exploring the direct connection between alternative assessment and student agency remain limited. Prior findings indicate that ungraded practices may enhance student engagement, motivation, and mastery (Hartman, Feldstein, & Stramel, 2023), yet further research is needed to understand the nuances of this relationship. This mixed-methods study collects survey data from students at three points during the semester—beginning, mid-term, and end—to measure shifts in agency and motivation. Additionally, voluntary focus groups conducted after the semester provide qualitative insights into students’ experiences. To ensure objective discussion, focus groups will be led by facilitators unaffiliated with the participants' instructors. By examining the role of alternative grading in fostering student agency, this study contributes to ongoing conversations on student-centered assessment and innovative pedagogical approaches. Findings will provide educators with actionable insights on designing assessment structures that empower learners beyond the classroom. References Blum, S. (2017). I love learning; I hate school: An anthropology of college. Cornell University Press. Hartman, R., Feldstein, L., & Stramel, J. (2024, Feb. 14) Empowering your students’ agency through ungrading practices. The Scholarly Teacher. https://www.scholarlyteacher.com/post/empowering-your-students-agency-t… Kohn, A. (2011, November). The case against grades. Educational Leadership, 69(3), 28–33. Organisation for Economic Co-operation and Development [OECD], (2019). Conceptual learning framework: Student agency for 2030. https://www.oecd.org/education/2030-project/ Stommel, J. (2023). Undoing the grade: why we grade, and how to stop. Hybrid Pedagogy, Inc.