Presented By: Kellie Claflin, The Ohio State University
Co-Authors: Sudarshan Adhikari, The Ohio State University
Hayley Milliron, The Ohio State University
Manita Thapa, The Ohio State University
Alexis Zickafoose, The Ohio State University

Grades allow instructors to communicate about student learning and provide a benchmark for students to understand their progress. However, traditional grading can misrepresent learning through averaging scores and diminish student learning and motivation. The concept of ungrading was employed in a graduate-level course in the fall of 2023 to encourage learning and minimize the concerns of traditional grading. Ungrading can be implemented in several ways, but foundationally, it eliminates number or letter grades on individual assignments, instead emphasizing feedback. In this course, the instructor provided feedback, and students completed written self-assessments of their learning at the mid- and end-points of the term, followed by an in-person meeting with the instructor. The students proposed a final letter grade based on their assessment of their learning and effort. As an instructor, the ungrading approach eliminated grading stress and made it more meaningful to emphasize feedback and learning. Additionally, it was rewarding to observe student progress through the self-assessment meetings and the application of feedback. When providing feedback and assessing the final course grade, balancing mastery of material with effort and timeliness remained challenging. Student feedback on ungrading was overwhelmingly positive. Most students mentioned a stress-free learning environment and ownership of their learning. Students tied many of these insights to the self-assessment meetings and reflection. Negative reactions addressed class prioritization. The students underscored this class received a lower priority if there were hard deadlines in other courses or because of traditional grading practices. We recommend future ungraded classes foster a space for dynamic discussions and encourage participation for all students to promote learning objectives and accountability. While the ungrading approach may not be the best fit for all classes, it can successfully promote skill mastery and lessen student and instructor stress while emphasizing learning.