Document Type
Conference Proceeding
Publication Date
2024
Publication Title
Proceedings of the International Conference on Human Factors in Computing Systems
Abstract
Assessment in computer science education has grown reliant on rigid rubrics and intensive exams, a practice that yields capable yet compliant coders. In this article, I explore how we might use human-centered design to reexamine contemporary pedagogy and redesign our classrooms to cultivate a different type of programmer, one with a more critically engaged eye. Inspired by the ethos of agile development, I offer an alternative evaluation paradigm: Extreme Ungrading. Exploring results of a two-year case study applying this method to a software engineering class, this article distills actionable guidelines for enhancing learning outcomes through inclusive course development, and seeks to spark debate about our duty as scholars of HCI to reshape computer science education.
Keywords
ungrading, inclusive pedagogy, human-centered design, computer education
DOI
doi.org/10.1145/ 3613905.3644048
Rights
© 2024 Copyright held by the owner/author(s).
Recommended Citation
Brewer, Johanna, "Extreme Ungrading: Rewilding the Classroom through Human-Centered Design" (2024). Computer Science: Faculty Publications, Smith College, Northampton, MA.
https://scholarworks.smith.edu/csc_facpubs/385
Comments
Archived as published.
Johanna Brewer. 2024. Extreme Ungrading: Rewilding the Classroom through Human-Centered Design. In Extended Abstracts of the CHI Conference on Human Factors in Computing Systems (CHI EA ’24), May 11–16, 2024, Honolulu, HI, USA. ACM, New York, NY, USA, 9 pages.