Multi-point rubrics fail students because students learn to get the grade they want with minimum effort. They also discourage risk taking and hinder student agency. Chris Sarkonak explains how the single-point rubric puts students on equal footing, promotes agency, and boosts engagement.

Regardless of whether we care about grades, they are still an obstacle we must address. Going gradeless requires that teachers be especially proactive and open in their communication. In addition to adopting instruction and assessment practices that are accessible and equitable, it is equally important we convey these approaches so they are easily understood by all interested parties.

As a biology professor who has gone gradeless in favor of a labor-based approach, Greg Pask has moved away from exams entirely. Whether at the introductory or 300 level, he has found that tests don’t support the goals for his classroom. Greg describes the three major problems with closed-note timed exams, and explores alternative approaches that address these specific shortcomings.

Prior to going gradeless, math teacher Andrew Burnett felt like a “data entry clerk posing as a teacher.” Now, he has ditched the data entry in favor of meaningful and timely feedback. This shift has led to greater personal satisfaction and a marked improvement in his students’ ability to understand concepts as well as to retain that understanding.

Putting agency over one’s grades into the hands of learners allows them to exercise metacognitive skills. When students learn to self-assess accurately, it enables them to transfer skills and understanding well beyond the classroom.

Ungrading is more of a philosophy than a single model that says “do this and your students will learn.” Chris Sarkonak explores ungrading as a spectrum of possibilities that moves us away from the harmful traditional events-based grading that most of us grew up with.

In this episode of TG2Chat Live! we learn more about metacognition and student reflection from Rachael.

What happens when we decenter our authority in the classroom? How does such decentering facilitate communicating with our students about their learning? These and other questions led us to try a radical experiment. 

Teachers are often concerned about going gradeless in an AP classroom because the classroom context is inherently tied to content more than learning skills. My lived experience says otherwise.

In her transition to a gradeless math class, Lauren Thurber wondered: Were my eleven and twelve-year-old students ready for this responsibility?

Rachael Kettner-Thompson explains how she uses a Google Forms add-on to help students communicate a treasure trove of learning, providing timely information for parents and helpful feedback for teachers to improve their practice.

Aaron Blackwelder hosts middle school math teacher, Jared Hamilton, author of the recent blog post “Mario Maker and Going Gradeless in Math.”