“Learning without the fear of failure”: Ungrading as an alternative assessment method in occupational therapy education

Abstract

Introduction: Mental health concerns among higher education students, especially those in professional graduate programs, have reached a critical level, prompting exploration of alternative pedagogical methods to alleviate stress and enhance learning. This study investigates the potential of ungrading, a system that minimizes or removes traditional grades in favor of frequent, formative feedback, within the context of two first-year entry-level occupational therapy courses.
Methods: Through a mixed-methods approach using a survey design followed by a focus group, the authors gathered data from 17 students, examining their perceptions of ungraded assessment versus traditional grading.
Findings: Results indicated that if given the option, most students (94%) would choose ungraded classes for learning and retention, citing reduced stress, increased faculty support, and greater comfort in collaborative environments. Qualitative data revealed themes of decreased anxiety, enhanced material comprehension, self-reflection opportunities, and a supportive classroom culture. However, students initially struggled to adjust to the absence of traditional grading, suggesting that structured feedback and consistent check-ins could facilitate the transition.
Conclusion: This study contributes to emerging research on ungrading as a viable approach to supporting student mental health and engagement, while aligning with occupational therapy education ideals. Future research should explore the broader applicability of ungrading across health professions and investigate faculty experiences with this assessment model.