259: The Impact of Grading on Student Agency, Mental Health, and Learning

This qualitative study explores how traditional, blended, and alternative grading systems shape student experiences in higher education. Findings reveal that students interpret grading as a constellation of practices rather than fixed systems, with significant implications for agency, emotional well-being, and learning. While alternative approaches like self-assessment and flexible deadlines empowered some students, others experienced heightened anxiety due to unfamiliar power dynamics or perceived high-stakes justification of grades. Emotional health emerged as deeply tied to feedback quality and revision opportunities, with rigid point-based systems exacerbating stress and social comparisons. Participants highlighted how grades intertwine with academic identity, particularly for those navigating systemic barriers or familial expectations. The study advocates for grading policies rooted in andragogy and critical pedagogy, balancing structure with flexibility to promote equitable learning environments. Recommendations include prioritizing iterative feedback, transparent expectations, and practices that decouple self-worth from grades while addressing institutional power imbalances.