Challenging Grading Practices: Grading, Ethics and Harm

Should universities consider the emotional aspects of their systems of grading? Do our grading practices cause harm? How might compassionate pedagogies be used to support student learning? All these questions and more will be considered based on research conducted at the University of the Arts London (UAL) evaluating the impact of removing letter grades and instead using pass/fail during the first year. Our research found that pass/fail helped reduce student stress and anxiety, helped them express themselves more authentically and creatively, and allowed for a more cooperative rather than competitive learning environment.