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Abstract

In this paper, I present a summary of and critical reflection upon an alternative assessment practice known as “ungrading” that I used during the 2023–24 academic year. My version of the practice involved providing students with feedback without grades and letting students determine their own final grades through a process of guided self-assessment. Many students’ reactions to ungrading were positive. Some reported being able to focus on learning rather than grades, and even skeptical students admitted some benefits. Ungrading benefited me in various ways as a teacher, but there were challenges as well. Some students struggled with the lack of external accountability that grades provide. I also had issues with attendance and students not submitting work. I do believe that aspects of ungrading can improve students’ attitudes toward school, their learning, and their relationships with their instructors, but there are challenges with the implementation of this idea within education as it is currently practiced in the United States.

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