Ungrading: Alternative Approaches to Student Assessment in Higher Education

Ungrading, a recently published book, features the diverse experiences of fifteen educators who have opted to go gradeless in their teaching practices. The contributors come from a wide range of backgrounds, including humanities, social sciences, STEM fields, higher education, and K-12 settings. Some are new to the practice, while others have been engaging in it for decades.

Underpinned by rigorous and replicated research, this pioneering work challenges the long-held assumption that grading is a core component of schooling. The book provides a compelling argument for faculty who wish to prioritize learning over sorting or judging students. It offers honest reflections on the challenges of ungrading, as well as testimonials about its transformative potential.

The contributors to Ungrading include Aaron Blackwelder, Susan D. Blum, Arthur Chiaravalli, Gary Chu, Cathy N. Davidson, Laura Gibbs, Christina Katopodis, Joy Kirr, Alfie Kohn, Christopher Riesbeck, Starr Sackstein, Marcus Schultz-Bergin, Clarissa Sorensen-Unruh, Jesse Stommel, and John Warner.

The book serves as a valuable resource for educators seeking to rethink traditional grading practices and explore alternative approaches that prioritize learning and growth over numerical assessments. By sharing their diverse experiences and insights, the contributors demonstrate the viability and transformative potential of ungrading in a wide range of educational settings.

Ungrading challenges the deeply ingrained assumption that grading is an essential component of schooling. It provides a well-researched and compelling case for faculty who wish to shift their focus from sorting and judging students to fostering meaningful learning experiences. The book's honest reflections on the challenges of ungrading, coupled with testimonials about its transformative impact, offer a nuanced and practical guide for educators interested in exploring this innovative approach.

Whether you are a seasoned educator or new to the profession, Ungrading offers a thought-provoking and inspiring perspective on the role of assessment in education. By considering the diverse experiences and insights shared by the contributors, readers can gain a deeper understanding of the potential benefits and practical considerations of implementing ungrading practices in their own classrooms and institutions.

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