Traditional grading systems often emphasize performance over learning, limit meaningful feedback, and contribute to student stress, particularly in concept-heavy courses. My objective in this project was to evaluate the implementation of an alternative assessment model I titled ‘Ungrading’ and examine its impact on student learning, motivation, and perceptions of assessment. I implemented this approach across three undergraduate courses over two semesters, including two offerings of an introductory level statistics course and one lab-based agricultural management course, totaling 76 enrolled students. I developed the assessment model by combining elements of contract grading and reflective learning. I began by having students develop personalized grade definitions for each letter grade based on four categories of evaluation: attendance, assignment quality, participation, and understanding. Coursework was assessed using completion-based or proficiency-based scales rather than traditional point systems, while lab assignments received targeted qualitative feedback. I also provided structured note-taking templates that encouraged metacognition, self-assessment, and accountability. Final grades were determined by comparing students’ end-of-semester reflections to their initial grade definitions. I collected evidence through voluntary student feedback at the end of each course. Of the 52 students who provided feedback (68% response rate), 79% responded positively, 19% were neutral, and 2% were negative. Emergent themes included reduced stress and anxiety, increased focus on learning and feedback, enhanced autonomy and accountability, and uncertainty about grade standing during the semester. I made a mid-project adjustment introducing proficiency-to-letter-grade ranges to improve grade transparency without reverting to traditional grading practices. Overall, the Ungrading approach supported deeper conceptual understanding and reduced stress for both students and myself. While not appropriate for all course formats, the practice proved especially effective in my data analysis course where students commonly experience math-related anxiety. This reflective teaching practice demonstrates how alternative assessment methods can be adapted to support learning-centered instruction across disciplines.