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An Exploratory Case Study on the Use...

Bawn Hernandez, Meghan Thomas,

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An Exploratory Case Study on the Use of Ungrading to Develop Master Adaptive Learners in Professional Physical Therapist Education /

Record Type:	Electronic resources : Monograph/item
Title/Author:	An Exploratory Case Study on the Use of Ungrading to Develop Master Adaptive Learners in Professional Physical Therapist Education // Meghan Thomas Bawn Hernandez.
Author:	Bawn Hernandez, Meghan Thomas,
Description:	1 electronic resource (156 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-10, Section: B.
Contained By:	Dissertations Abstracts International86-10B.
Subject:	Education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31936791
ISBN:	9798310380844

An Exploratory Case Study on the Use of Ungrading to Develop Master Adaptive Learners in Professional Physical Therapist Education /
Bawn Hernandez, Meghan Thomas,

An Exploratory Case Study on the Use of Ungrading to Develop Master Adaptive Learners in Professional Physical Therapist Education /Meghan Thomas Bawn Hernandez. - 1 electronic resource (156 pages)

Source: Dissertations Abstracts International, Volume: 86-10, Section: B.

Background and Purpose: Traditional ranking based-grades often overlook the reflective and metacognitive processes essential to Master Adaptive Learner (MAL) development and reinforce barriers to educational equity. Professional physical therapist educators should consider ungrading approaches that emphasize equity and focus on assessment for learning practices, promoting engagement, reflection, and self-regulated learning. This exploratory case-study investigated the use of an ungrading approach in a Doctor of Physical Therapy (DPT) course to foster MAL behavior development.Methods: A first-year DPT course was converted to use an ungraded assessment approach. Basic demographic information and 20 closed-ended questions rated on a five-point Likert scale, adapted from Hasinoff et al.'s work on ungrading, were analyzed using descriptive statistics. Open-ended responses from Final Self-Evaluation assignments, where learners responded to specific writing prompts and assigned themselves a final course grade, were analyzed using Braun and Clarke's (2022) reflexive thematic analysis approach.Findings: Sixty-seven out of 69 students participated. Over 50% of participants had positive perceptions of learning for eight out of 20 closed-ended factors. Four themes emerged: inclusive, learner centered environment, internal detours or roadblocks, self-regulated learning as a catalyst for growth, and growth-focused learning mentality.Discussion and Conclusion: An ungraded approach can effectively cultivate MAL behaviors in PT learners when educators design, implement, and facilitate an inclusive, learner centered environment that nurtures a growth-focused learning mentality and encourages self-regulated learning, all key tenets of MAL behaviors. Future efforts will explore faculty perspectives on ungrading and the impact of learner demographics on acceptability and success of this approach.The form and content of this abstract are approved. I recommend its publication.

English

ISBN: 9798310380844Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Assessment

An Exploratory Case Study on the Use of Ungrading to Develop Master Adaptive Learners in Professional Physical Therapist Education /
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520 $a Background and Purpose: Traditional ranking based-grades often overlook the reflective and metacognitive processes essential to Master Adaptive Learner (MAL) development and reinforce barriers to educational equity. Professional physical therapist educators should consider ungrading approaches that emphasize equity and focus on assessment for learning practices, promoting engagement, reflection, and self-regulated learning. This exploratory case-study investigated the use of an ungrading approach in a Doctor of Physical Therapy (DPT) course to foster MAL behavior development.Methods: A first-year DPT course was converted to use an ungraded assessment approach. Basic demographic information and 20 closed-ended questions rated on a five-point Likert scale, adapted from Hasinoff et al.'s work on ungrading, were analyzed using descriptive statistics. Open-ended responses from Final Self-Evaluation assignments, where learners responded to specific writing prompts and assigned themselves a final course grade, were analyzed using Braun and Clarke's (2022) reflexive thematic analysis approach.Findings: Sixty-seven out of 69 students participated. Over 50% of participants had positive perceptions of learning for eight out of 20 closed-ended factors. Four themes emerged: inclusive, learner centered environment, internal detours or roadblocks, self-regulated learning as a catalyst for growth, and growth-focused learning mentality.Discussion and Conclusion: An ungraded approach can effectively cultivate MAL behaviors in PT learners when educators design, implement, and facilitate an inclusive, learner centered environment that nurtures a growth-focused learning mentality and encourages self-regulated learning, all key tenets of MAL behaviors. Future efforts will explore faculty perspectives on ungrading and the impact of learner demographics on acceptability and success of this approach.The form and content of this abstract are approved. I recommend its publication.
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