Fuente: PubMed "rice" J Microbiol Biol Educ. 2025 Dec 16:e0020125. doi: 10.1128/jmbe.00201-25. Online ahead of print.ABSTRACTWe provide a framework for the implementation of ungrading in course-based undergraduate research experiences (CUREs) and a case example of ungrading in an advanced laboratory course. Although assessments should measure and reflect learning, grades typically make students focus on the evaluation of their work, often limiting the learning process. Grades represent a difficult extrinsic motivator for students to overcome as they distract from students' learning progress and engagement. Ungrading increases the focus on feedback and growth by eliminating the emphasis on "points," fostering a collaborative environment where students are encouraged to learn. Student learning is assessed using qualitative approaches with an emphasis on quality feedback from the instructor and student self-reflection-students do not get letter or number grades for individual assignments. In addition to the course learning goals, each student sets individual goals for the course at the beginning of the semester, discusses their progress with the instructor, and shares evidence of their learning throughout the semester. At the middle and at the end of the semester, students suggest a course grade and explain how they arrived at that grade. With ungrading, students are more engaged during class and seem less stressed because they are not worried about earning as many points as possible for each assignment. Adoption of this alternative assessment strategy promotes student engagement and self-motivated learning and, while presented here in a format suited to adoption into CUREs, can be adapted to any level of laboratory or lecture-based instruction.PMID:41400377 | DOI:10.1128/jmbe.00201-25