Grading plays a key role in student feedback. In traditional classrooms, students submit work, and a grading rubric is used. While this is effective for objective subjects like STEM based courses, some courses are more subjective like art which require more flexibility. To address this need, an "Ungraded System" was introduced in the Fall 2024 [University] Photography course. Course objectives remained unchanged: students were expected to understand photography principles, learn the manual operations on their camera, and produce high quality photos. However, the grading system was restructured to focus on feedback rather than a specific grade. At the start of the semester, we provided students with a grading contract that outlined the course and assignment expectations required to earn a traditional letter grade. Students selected the grade they wished to achieve and signed the contract showcasing their understanding of what each assignment required to earn the selected grade at the end of the semester. Requirements included attendance, detailed assignment completion, and discussion participation. We provided written and verbal feedback and a “satisfactory” or “unsatisfactory” mark on assignments. The total amount of satisfactory marks indicated if students satisfied the required work to earn the contracted grade. This system allowed feedback to focus on the quality of the work and improvement over time instead of a rubric-based grading system. Students indicated mixed reviews of the grading system. Some students enjoyed not having a percentage grade to fear on each assignment, allowing them to focus on being creative. Other students missed having a number attached to their grade to justify their work. In conclusion, the "ungraded system" simplifies the grading process for the instructor and teaching assistant. However, improvements can be made by making the contract and syllabus easier to understand and continually reviewing the contract expectations throughout the semester.