Jesse Stommel, co-founder of Hybrid Pedagogy: the journal of critical digital pedagogy and co-author of An Urgency of Teachers: the Work of Critical Digital Pedagogy, has not graded student work—in the traditional sense—in 20 years. Instead, he practices “ungrading”, a word which “...suggests that we need to do intentional, critical work to dismantle traditional and standardized approaches to assessment.” In this episode, Jesse unpacks why he supports ungrading (as well as the dead ideas that it challenges), and explains how it promotes student learning. He also shares steps that listeners can take towards ungrading in their own classrooms. Learn more at ctl.columbia.edu/podcast.

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