Ungrading as a Feminist Technique in the Counseling Theories Course

Abstract

Ungrading dismantles traditional approaches to grading and moves into growth-focused assessment. Due to its inclusive and innovative pedagogical roots, ungrading appears to align with the purpose of counseling training programs. This research study focused on how ungrading role-plays can foster a more equitable classroom environment and cultivate student autonomy in counselor education, specifically in a counseling theories course. The study used data from 40 counselors-in-training in a counseling theories course and was collected and analyzed using reflexive thematic analysis.