When my primary tool was a grade book, I focused on grades. Versatile tools like Google Keep enable teachers to create, organize, collaborate, and share, which better facilitate a gradeless, student-centered approach.

Going gradeless does not mean we have to abandon quantitative data. But the way we collect and display data to improve instruction does not have to be the same way we display and communicate data with students and their families.

More and more I’ve been asking myself: just what is “the game” in schools? Who are its winners and losers? And how does it affect our students, especially the most vulnerable and marginalized?

Many of us think about the relationships we could develop and the authentic learning students could engage in if only we removed could grades. Christopher Riesbeck explains how the gradeless classroom can be more than an "if only..." fantasy.

After years of providing feedback, I had truly become an expert in writing criteria. The problem was my students hadn't gained that same expertise.

We need to examine the cultures we create, analyze our walk and talk, and ask ourselves how we want our kids to feel when they enter our rooms. And if in our examination we discover that things are out of sync with that vision, then we have to adjust.

Grades have played a role in perpetuating inequities. How can we use more humane practices to bridge the “grade divide”?

Arthur Chiaravalli, founder of Grow Beyond Grades, lays out his 5 top reasons for eliminating grades and putting the focus on feedback.

To teach about genocide means to call attention to (1) the question of how much power a state should have, (2) the responsibility to center human concerns over political and economic ones, and (3) the way that each institution contributes to the development of a nation. Schools contribute to the development of our nation. What do we contribute if we consistently reduce human complexity to neat, quantifiable measures?

The only reason many of us will stop pushing ourselves to the breaking point is if it turns out that it’s not only bad for us, it’s also bad for students. As Arthur Chiaravalli explains, that actually seems to be the case.

When I jumped into going gradeless, I just wanted everyone to think exactly like I did, an irony lost that was on me at the time.

Is it true that rigid structures are more resistant to gaming? And perhaps even more important, is gaming the system really a bad thing?