What does it take to pass? Critiquing recent ungrading research under a queer lens

Abstract

In this critical content analysis of recent ungrading research, 18 papers researching actual ungrading were analyzed through the lens of queer theory for their adherence to or deconstruction of exclusionary structural norms. It was found that while many papers successfully challenge exclusionary structural norms through the use of student-created success criteria, many applications of ungrading upheld structural norms by evaluating student success using participation grading, timeliness grading, and teacher-created success criteria. Applications of ungrading that challenged structural norms and binaries defined student success through demonstration of student learning and had broader boundaries regarding learning behaviors welcomed the classroom. Applications which upheld structural norms were found to have more exclusionary barriers to academic success, with final grades not only reflecting learning but also adherence to behavior expectations. This study points the way forward for future ungrading research to proceed in the direction of greater student agency and broadened boundaries regarding acceptable classroom behaviors.