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Gradeless Assessment: Improving Engagement and Motivation in High School Classrooms

Rhiannon E. Johnson
School of Education, Thompson Rivers University
Kamloops, BC

Author Note

A capstone projected submitted to Thompson Rivers University in partial fulfilment of the requirements
of the degree of Master of Education.
Presented July 19, 2022

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Abstract
When I first began teaching, conventional methods of learning and assessment practices were part of
my everyday teaching experience. I commonly gave worksheets and tests that encouraged rote
memorization as I felt they were rigorous and reflected the high standard I set for my students. I soon
discovered that my students were struggling, both with the methods of learning I had provided, and the
assessments that accompanied them. This prompted the beginning of my own educational journey, one
that held student engagement and motivation as the focus. As I incorporated inquiry-based learning and
competency-focused strategies into my classroom, it was essential that my assessment practices shift to
align with them. My journey through the Master of Education (M.Ed.) program helped reaffirm the
critical role that strength-based feedback has on the learning process, reminding me how important it is
that teachers provide their students an opportunity to reflect, learn and grow. As I abandoned
traditional marking for gradeless assessment practices, I noticed a significant change in the attitudes my
students had about their learning. This paper claims that gradeless classrooms have positive implications
for student engagement and motivation at the high school level. Gradeless classrooms provide equitable
opportunities for students by employing strength-based feedback, digital portfolios and student
conferencing as alternative forms of assessment. These strategies provide students with the freedom to
demonstrate their learning in different ways. Gradeless classrooms positively impact student well-being
by decreasing stress levels and helping them develop motivation for learning beyond grades. They also
encourage student growth and meaningful engagement which aligns with the First Peoples Principles of
Learning. Gradeless assessment has applications in all educational contexts, but this paper will explore
the specific role it can play in high school classes. The perceived implications for gradeless classrooms
are significant as they include an opportunity for students to become more engaged with their learning.
Keywords: Gradeless Assessment, Engagement, Motivation, Well-being, Strength-based
feedback, Inquiry-based learning, Equity, High School

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Table of Contents
Chapter One: Introduction ............................................................................................................................ 5
My Journey to Gradeless Assessment ...................................................................................................... 5
Shifting from Content to Competency ...................................................................................................... 6
Significance of the Topic ........................................................................................................................... 7
Presenting the Argument.......................................................................................................................... 8
Overview of the Paper .............................................................................................................................. 8
Chapter Two: Literature Review ................................................................................................................. 10
Theoretical Framework: Freire’s Pedagogy of the Oppressed ............................................................... 10
Positive Implications for Engagement and Motivation........................................................................... 11
Creating Equitable Learning Environments ........................................................................................ 12
Incorporating the First Peoples Principles of Learning. .................................................................. 13
Supporting Student Well-being........................................................................................................... 14
Addressing the Commodification of Learning. ............................................................................... 15
Improving Attitudes Towards School .................................................................................................. 16
Building Meaningful Relationships. ................................................................................................ 17
Summary ................................................................................................................................................. 18
Chapter Three: Application ......................................................................................................................... 20
Countering the Narrative Around Grades ............................................................................................... 20
Shifting Teaching Mindset ...................................................................................................................... 22
Embracing Innovation ......................................................................................................................... 23
Influencing Student Attitudes ............................................................................................................. 24
Aligning Teaching Strategies with Assessment Practices ....................................................................... 24
Inquiry-Based Learning ....................................................................................................................... 25
Competency-Focused Learning ........................................................................................................... 26
Integrating Gradeless Assessment into the Classroom .......................................................................... 27
Ongoing Strength-Based Feedback ..................................................................................................... 27
Digital Portfolios.................................................................................................................................. 28
Conferencing with Students................................................................................................................ 29
Summary ................................................................................................................................................. 30
Chapter Four: Conclusion............................................................................................................................ 31
Revisiting the Argument ......................................................................................................................... 31

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Overview of Findings............................................................................................................................... 32
Implications for Education ...................................................................................................................... 34
Final Thoughts ......................................................................................................................................... 35
References .................................................................................................................................................. 36

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Chapter One: Introduction
This paper explores the positive impacts that gradeless assessment has on high school students.
Conventional educational practices have emphasized grades as a way to motivate and rank students in
their various subjects. My own schooling experience was one of worksheets, tests, and competitions for
top marks, not for understanding or developing thinking skills. In my early years as a teacher, I continued
that conventional practice, but have since seen the stress and negative impacts on student self-esteem
that comes with conventional grading. This paper illuminates how gradeless assessment can provide
equitable learning opportunities, increasing student well-being and improving their engagement with
their learning.
My Journey to Gradeless Assessment
My journey to gradeless assessment began 14 years ago when I took a teaching position at a
high school in a small, rural town in Northern British Columbia. It was an adventurous undertaking as I
was moving to an unknown school, in an unknown part of the province, with unknown learners. As I
situated myself, I quickly learned that my teaching practices did not work for these students. I taught
them the only way I knew, using formal teacher-centred lessons, rigorous note-taking, and frequent
assessments in the forms of worksheets, quizzes, and tests. Slowly the class attendance started
dwindling, and those who attended regularly were struggling to get by. Still, I persevered and continued
to prepare lessons that I thought were highly engaging with the hope that the students would start
performing better on their tests.
My wake-up call to this disillusionment came in the form of a struggling Grade 8 student. I
distinctly remember them sitting through an entire block of science with an unfinished test in front of
them. I felt it was fair to give them more time, and so I asked them to stay and finish up during lunch
hour. At the end of lunch, over two hours since they began, they admitted that they were still not
finished. When I took their test, it was mostly blank. To this day I remember the look of shame on their

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face when they handed it over. This moment has stayed with me for 14 years because it was the turning
point in my career; I knew something needed to change.
Later that year, I had the opportunity to be mentored by my Vice-Principal. They introduced me
to inquiry-based learning, which promotes the deeper exploration of concepts through student-focused
activities. It was the shift that I was looking for, and that the students desperately needed. Slowly, I
noticed a positive change in their attitudes about their learning and towards school. Attendance became
better, as did their achievement. As my teaching practice changed, so did the way I viewed assessment. I
put less of an emphasis on summative assessment, and more into the process of learning. This process
included having more conversations with students and allowing them to show their learning in different
ways. Not only were they growing and learning, but so was I. This was the beginning of my journey to
gradeless assessment.
Shifting from Content to Competency
Though my teaching practice had changed, I was still bound by prescriptive Ministry outlines for
reporting. I struggled to put percentages on student growth and didn’t understand how I could grade
conversations meaningfully. For many years this was my battle, and though I continued to use inquirybased learning, my assessment practices still did not align with that method of learning. Years later, now
in a new district, I was again afforded the opportunity for mentorship. This experience opened my eyes
to the world of competencies, the bridge I needed between my teaching and assessment practices. The
new language and requirements for reporting, acknowledging student growth and the development of
deeper-level thinking competencies fit intrinsically with the practices I had been implementing for many
years.
The only issue with the Ministry reporting requirements was that they only applied for students
up to Grade 9. For senior high school students, percentages were still required. I was again faced with a
dilemma: do I teach conventionally and make my assessments align with percentages, or do I change my

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assessment to make percentages fit with inquiry-based learning? To me, the solution was obvious.
Though I was going against the common practice in my school and district, it felt ingenuine to deny
senior students the benefits of inquiry-based and competency-focused learning. Driven by my desire to
do what I perceived to be best for students, I once again delved into the unknown, and began
implementing gradeless assessment into my senior science classrooms.
Looking back on this journey, I see many parallels to my own experiences as a student. My
Undergraduate Science Degree courses encouraged rote memorization, whereas the M.Ed. has been
filled with opportunities to grow as a learner, reflect, and develop critical thinking and communication
skills. This has been supported by the thoughtful feedback provided by my professors. I have also been
given the confidence to continue in my practice through the teachings of Dewey, Montessori, Freire as
well as other pedagogical leaders. I see their passion and dedication and know that they place the
student at the heart of their practice. I carry that inspiration through my own practice and reflect on it
during the times when I need to be reminded to have conviction in the work I am doing.
Significance of the Topic
From personal experience, I have seen how gradeless assessment has cultivated student
confidence and caused a shift in their attitudes towards learning. This holds significant meaning for the
way students feel about school and about themselves as learners. Blum (2020) reminds us that many
conventional assessment practices fail to promote learning or produce positive relationships, and that
they do not meet the needs of diverse students. Therefore, it is critical that educators rethink the way
that they assess their students to ensure they are providing equitable opportunities. The significance of
this paper lies in helping teachers realize how gradeless assessment can actively engage students in their
learning and contribute to their overall well-being and success in school.

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Presenting the Argument
In this paper, I claim that gradeless classrooms have positive implications for student
engagement and motivation at the high school level. I make this claim for three reasons. First, gradeless
classrooms create an equitable learning environment for students. Klapp’s (2015) longitudinal study
focused on the negative effects that grading has on students’ subsequent achievement and found that
“graded low-ability students received lower subsequent grades through Grades 7-9 and had lower odds
to finish upper secondary education, compared to ungraded low-ability students” (p. 302). Gradeless
classrooms also eliminate rigid expectations, the need for students to seek out the teacher’s approval
and the commodification of learning in favour of more authentic learning situations (O’Connor &
Lessing, 2017). Second, gradeless classrooms support the emotional well-being of students. Struyven,
Dochy, and Janssens, (2002, as cited in Ndoye, 2017) indicate that students’ anxiety and stress hinders
deep learning when assessments are used to assign a grade. Schinske and Tanner (2014) also found that
conventional grading “lowers interest in learning and enhances anxiety and extrinsic motivation,
especially among those students who are struggling” (p. 162). Third, gradeless classrooms help improve
the attitudes of students towards their learning. Masters (2013) reminds us that while conventional
assessment is intended to challenge and motivate students, it can have the opposite effect on their
attitudes and behaviour towards learning. This is because grades appear to play on students’ fears of
punishment or shame, or their desires to outcompete peers, as opposed to stimulating interest and
enjoyment in learning tasks (Pulfrey et al., 2011, as cited in Schinske & Tanner, 2014).
Overview of the Paper
This paper provides an in-depth examination of the literature and scholarly discourse associated
with gradeless assessment. It investigates the impacts of gradeless assessment on educational equity,
the well-being of students, as well as their attitudes towards learning. In addition, a practical approach
to gradeless assessment is presented, including how teachers can shift their mindset to embrace

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innovative teaching techniques, as well as how to align inquiry and competency practices with
assessment. Furthermore, this paper summarizes the academic findings supporting gradeless
assessment and concludes with the implications for education and positive impacts on students.

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Chapter Two: Literature Review
Gradeless assessment emphasizes the process of learning instead of the accrual of numerical
scores. To this end, teachers employ alternative forms of assessment such as rubrics, portfolios and
conferences which emphasize the use of strength-based feedback (Whitmell, 2020). These strategies
assess students’ growth and development in various curricular and core competencies, which replaces
conventional marking practices. Instead of receiving a percent or letter grade, students are provided
with descriptive feedback to help guide their learning. A focus on the development of competencies is
meant to foster deeper, more transferable learning, and to encourage the active engagement of
students (British Columbia Ministry of Education, 2019b).
This review considers the available evidence related to this topic. Relevant literature was
obtained from peer reviewed articles and government documents, and by cross-referencing related
materials. Through an analysis of how gradeless learning impacts equity, student well-being and their
attitudes, we can begin to understand the benefits and relevance of incorporating this assessment
strategy into senior high school classrooms.
Theoretical Framework: Freire’s Pedagogy of the Oppressed
Paolo Freire’s Pedagogy of the Oppressed (1970) placed student engagement at the forefront of
educational practices. His goal was to raise consciousness and cause transformative change in both
society and in education. Freire questioned teaching practices that supported oppressive knowledge and
was critical of narrative education that was detached from reality. His concept of “banking education”
involved using knowledge as a form of power over students. Freire felt this practice perpetuated
oppression and resulted in education that lacked the power to transform lives. This stemmed from
educators depositing concepts in students’ heads without their need for critical thought. To break away
from this mentality, Freire outlined the roles that teachers and students play in co-creating education as
a practice of freedom. Freire called this process liberation and explained how it could be achieved

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through shared dialogue and mutual respect. He called the process of action ‘praxis,’ a form of practical
education. Freire believed that reflection and action can transform reality and are sources of both
knowledge and creation.
Historically, education in Canada has been teacher-focused, with emphasis on note taking, rote
memorization and achievement based on test results. Brookhart et al. (2016) stated that “high schools
tended to stay with norm-referenced grades to accommodate the need for ranking students for college
admission” (p. 805). In British Columbia, however, there has been a fundamental shift to both the
curriculum and how student achievement is assessed. The focus is now placed on understanding and
applying knowledge as opposed to memorizing facts. This philosophy aligns with Freire and shifts away
from the banking and narrative styles that he so adamantly opposed. Pedagogy of the Oppressed can
serve as a theoretical framework for gradeless assessment in the way that it encourages equitable
opportunities for all students to demonstrate their learning. Freire’s philosophy also connects directly to
the idea of education that serves to support the mental well-being of students, and to improve their
attitudes towards learning.
Positive Implications for Engagement and Motivation
In the current British Columbia school system, students from kindergarten to ninth grade are
evaluated using a proficiency scale which uses descriptive feedback to communicate progress. This
embodies the spirit of gradeless assessment, where time and effort are given to the development of
curricular skills while students are actively engaged in their learning (British Columbia Ministry of
Education, 2019c). This form of assessment does not apply for students in Grades 10-12, and they are
provided with a percent grade at the end of a course. These percentages are often determined from the
use of conventional forms of teaching and assessment. Link (2018) explained how teachers often
incorporate effort, and meeting deadlines into student grades, and suggested that many even utilize
grading as a form of classroom management. This assumes that students will be motivated to raise

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achievement levels to meet these standards, however, Masters (2013) found that viewing achievement
in terms of grades encourages a fixed mindset about students’ learning abilities. Chiaravalli (2017)
noticed that when teachers use conventional assessment, students struggle to develop traits such as
being able to self-regulate. Additionally, he found that students have difficulty guiding their own
learning and so they become passive to the learning process. To overcome this, Freire believed a
teacher’s role was to ask their students challenging questions to have them critically analyze their own
beliefs (Gutek, 2011). He felt this process would help initiate critical thinking and encourage student
engagement. Freire also believed “their response to the challenge evokes new challenges, followed by
new understandings; and gradually the students come to regard themselves as committed” (Freire,
1970, p. 81). Ultimately, the goal of gradeless assessment is to actively involve students in their learning,
and to improve their engagement and motivation to learn. This can be accomplished by creating
equitable learning environments, supporting student well-being, and improving their attitudes towards
school.
Creating Equitable Learning Environments
Equitable learning environments identify and replace practices that put students in positions of
disadvantage. Montenegro and Jankowski (2020) reminded educators that “equitable assessment
should work to ensure that learning outcomes, and how we assess those outcomes, are done in ways
which do not privilege certain students over others” (p. 14). Often, conventional practices inadvertently
punish students with fewer resources, such as access to food, or family support. Safir and Dugan (2021)
called this process ‘test-and-punish’ and remind educators that when it comes to assessment, “what is
measurable is not the same as what is valuable” (p. 12). Gradeless practices contribute to establishing
equitable learning environments by removing measurable barriers to learning, which ultimately has
positive implications for student engagement and motivation.

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Historically, conventional assessment practices have been thought of as motivators for students
to achieve to the best of their ability, but there are questions as to how accurate these claims may be.
Schinske and Tanner (2014) discovered that “students receiving descriptive feedback (but not grades) on
an initial assignment performed significantly better on follow-up quantitative tasks and problem-solving
tasks than did students receiving grades or students receiving no feedback” (p. 161). They determined
that “perhaps, at best, grading motivates high-achieving students to continue getting high grades—
regardless of whether that goal also happens to overlap with learning” (p. 162). Klapp’s (2015)
longitudinal study focused on the negative effects that grading has on students’ subsequent
achievement and found that “graded low-ability students received lower subsequent grades through
Grades 7-9 and had lower odds to finish upper secondary education, compared to ungraded low-ability
students” (p. 302). Similarly, Beck, Rorrer-Woody and Pierce’s (1991) quantitative study on learning,
grades and academic performance suggested that excessive interest in grades impedes the growth of
academic skills. Overall, gradeless assessment provides opportunities for students to learn and grow
from feedback, and to demonstrate their learning over time. This practice is equitable because it
accommodates learners with differing abilities and provides space for educators to incorporate
culturally responsive learning environments for students from diverse backgrounds.
Incorporating the First Peoples Principles of Learning. Preston and Claypool’s (2021) qualitative
research study found that the “mainstream culture-infused, linguistic-laden practices of assessment
disadvantage Indigenous students” (p. 4). They also found that standardized assessment practices which
include a Western worldview, and which focus on cognitive abilities can be discriminatory. Trumbull and
Nelson-Barber (2019) also found that this type of assessment is detrimental to Indigenous student’s
engagement as it is disconnected from their cultural ways of knowing and learning. Freire (1970)
referred to this act as cultural invasion and described how it can “inhibit the creativity of the invaded by
curbing their expression” (p. 152).

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Incorporating the First Peoples Principles of Learning (FPPL) can play an integral role in engaging
Indigenous students with their learning. FPPL attempts to “identify common elements in the varied
teaching and learning approaches that prevail within particular First Nations societies” (First Nations
Education Steering Committee (FNESC), n.d.). These can be integral to helping students make
connections to school. Such principles include recognizing that learning involves patience and time, that
learning is embedded in story, and that it is holistic, reflective, and relational (FNESC). The philosophy of
gradeless assessment fits intrinsically with these principles, as it provides opportunity for student
growth and an avenue to express learning in different ways. It also aligns with Freire’s concept of
genuine teaching, wherein teachers are ethically committed to fighting discriminatory practices (Gutek,
2011). In this sense, gradeless assessment supports the needs of the individual student, and helps to
create a culturally responsive and equitable learning environment for them to engage with.
Supporting Student Well-being
High school can be a very stressful time for students which can have a significant impact on their
personal well-being. Stress and anxiety about school can be compounded by a multitude of factors, such
as socioeconomic status, mental health issues, friendship dynamics and learning abilities. Conventional
grading practices can also add to student stress and anxiety. Masters (2013) suggested that grades send
demotivating messages which undermine student’s self-confidence and result in disengagement from
the learning process. He also determined that grades fail to provide a sense of the learning progress that
students make over time. Schinske and Tanner (2014) found that conventional grading “lowers interest
in learning and enhances anxiety and extrinsic motivation, especially among those students who are
struggling” (p. 162). Struyven et al., (2002, as cited in Ndoye, 2017) also indicated that students’ anxiety
and stress hinder deep learning when assessments are used to assign a grade. McMorran and
Ragupathi’s (2020) research determined that grades incentivize learning for the achievement of a mark,
rather than for learning itself, which increases student stress.

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Gradeless classrooms can offer solutions to the complex issue of anxiety. This is accomplished
by focusing in on student growth and development, by providing students with meaningful
opportunities to demonstrate their learning and by providing strength-based feedback to prompt selfreflection and deeper understanding. The BC Ministry of Education’s A Framework for Classroom
Assessment (2019a) suggested that when assessment is competency-driven, it allows students the
freedom to demonstrate their learning and growth in different ways, which may reduce student stress.
McMorran et al. (2017) claimed that alternative forms of assessment result in decreasing student stress
levels and encouraging them to take more academic risks. Sanders (2021) also found that gradeless
assessment decreased student stress about grades and making mistakes. He explained, however, that
not all stressors were removed, as many students experienced uncertainty around needing to take more
personal accountability for their learning. Though stressful, this opportunity will help students develop
competencies that translate to the real world, such as being able to critically evaluate and communicate
about their learning. This act involves meaningful engagement, which has implications for overcoming
standardized educational practices.
Addressing the Commodification of Learning. Gradeless assessment contributes to the wellbeing of students by addressing the commodification of learning, which Shukr (2017) described as
“assigning economic value to something which previously had a non-commercial aspect” (p. 65). In
education, this commodification stems from conventional grading practices which favour a one-size-fitsall model of assessment. O’Connor and Lessing (2017) described how this is driven by external rewards
and practices and that it turns students into commodities “that are packaged and disseminated to
colleges, where the system starts all over again” (p. 304). Freire (1970) also described the
commodification of education where humans are alienated from their own decision making and how it
changes them into objects. This process de-emphasizes “expanding knowledge and exploring new

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possibilities, problem-solving and inculcating creativity thinking” (Shukr, p. 66) which are all practices at
the heart of gradeless assessment.
Fostering mentalities which praise competition is another aspect of the commodification of
learning. This is often perpetuated through the thoughts and values of parents who were commodified
through their own educational experiences. Parents in Pérez-Arredondo and Bernales-Carrasco’s (2021)
qualitative study “explicitly highlight how they, inadvertently, transfer this competition to their children”
(p. 8). The study also described how parents and teachers felt numerical assessments fostered healthy
competition between students. However, Pérez-Arredondo and Bernales-Carrasco also acknowledged
the negative impact that grades have on student stress, frustration, and anxiety. They found that grades
“contributed to a detrimental learning atmosphere where the educational system and parents, alike, are
to blame” (p. 7). O’Connor and Lessing (2017) noticed that in gradeless classrooms, students were “less
distracted, more engaged, and more imaginative when they are freed from the constant stress of the
grade” (p. 307). When considering how to establish equity through assessment, it is critical for educators
to provide authentic learning experiences. This allows students to actively participate in their own
learning, becoming genuinely engaged in the process.
Improving Attitudes Towards School
Changing student attitudes towards learning is another important theme of gradeless
assessment. When conventional assessment practices are used, students often ‘chase the grade.’ This
may result in students copying work just to get a good mark. The outcome of this practice may include
general apathy towards the learning tasks and compliance with teacher expectations. Hartono (2016)
suggested that “when we emphasize grades as the sole end of education, then students will always treat
it as a duty or a chore” (para. 5). Masters (2013) explained that while conventional assessment is
intended to challenge and motivate students, it can have the opposite effect on their attitudes and
behaviour towards learning. This is because grades appear to play on students’ fears of punishment or

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shame, or their desires to outcompete peers, as opposed to stimulating interest and enjoyment in
learning tasks (Pulfrey et al., 2011, as cited in Schinske & Tanner, 2014). Shame is a particularly
damaging feeling for students as it can crush a “child’s self-worth and spirit” (Brown, 2020, p. 3).
Masters (2013) found that the experience of failure makes learning less pleasurable, lowers student self
confidence and leads to disengagement and poorer learning outcomes. Kohn (1999) also suggested that
emphasizing the importance of grades results in a decrease in students’ interest in learning, a decrease
in their willingness to take on challenging tasks, as well as a reduction in the quality of their thinking.
Gradeless classrooms help improve the attitudes of students towards their learning. If students
are given tasks on which they are likely to succeed, then the resulting success experiences will make
learning more pleasurable, increase engagement, build self-confidence and lead to further learning
success. O’Connor and Lessing (2017) determined that students are found to be less distracted, more
engaged, and imaginative without the stress of grades. Learning itself becomes the reward; it becomes
enjoyable and encourages learning beyond the classroom. McMorran et al. (2017) argued that gradeless
classrooms help students develop motivation for learning beyond grades. Anderson (2016) also showed
that when students can create a connection to the curriculum, it results in increased interest and
motivation to engage with their own learning. All of this is accomplished through a partnership between
student and teacher, and this relationship is critical to the successful implementation of gradeless
assessment.
Building Meaningful Relationships. An important aspect of changing student attitudes towards
learning is through relationships. Gradeless assessment is student-focused, and teacher guidance is
critical to the success of the learning experience. Bourke (2015) outlined how the facilitation of
alternative grading strategies gives students meaningful control over their learning which changes the
relationship between student and teacher. Richart and Church (2020) further stated:

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It is a two-way street actively involving students and teachers in dialogue about learning. It
doesn’t reside in a task and is not the evaluation of one’s performance on that task. Formative
assessment lives in our listening, observing, examining, and analyzing, and reflecting on the
process of learning. (p. 12)
Through shared dialogue and increased conversation, authentic relationships are forged, and
educational experiences are co-created (Freire, 1970). Gradeless classrooms create space for
communication that fosters trust, and which allows teachers to better know their students and their
learning needs. They promote the acquisition of skills and capacities while strengthening teacher–
student bonds through feedback (Domene-Martos et al., 2021). They also eliminate rigid expectations
and the need for students to seek out the teacher’s approval (O’Connor & Lessing, 2017).
O’Connor and Lessing (2017) also described how conventional grades accentuate the authority
and expertise of the teacher while reinforcing the fixed mindset that success means doing what the
teacher asks. They explained how gradeless classrooms facilitate communication and increase the
likelihood that teachers get to know their students personally. Relationships can be built by taking
opportunities to talk with students (British Columbia Ministry of Education, 2019d), and
reconceptualizing what learning means can be a starting point for these types of conversations (Bourke,
2015). Though some teachers may struggle with this shift, it is important to remember that “a pedagogy
that promotes progressive ideas such as valuing student voice and promoting authentic learning
ultimately falls short if it’s only measured through points that culminate in a grade, with little to no
qualitative feedback” (O’Connor & Lessing, p. 306). In a gradeless classroom setting, these ideals can be
brought to fruition and better relationships can be established.
Summary
Based upon the review of the literature, the benefits of gradeless assessment through improving
equity, well-being, and student attitudes are evident. Though “assigning fair and meaningful grades to

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students will continue to challenge educators at every level” (Guskey, 2013, p. 72), recognizing when
grading practices are not equitable is an important first step for educators to take. Understanding the
impact grading has on the well-being and attitudes of students is also critical. This reminds educators
that although “some students are motivated by grades, it is also true that there are endless other ways
to motivate young people” (O’Connor & Lessing, 2017, p. 305), and while grading systems may have the
intention of providing incentives for motivation, it does not help students who may lack ability or drive.
Grades can also be a stumbling block to building the core competencies, which include “collaborating
and communicating effectively, taking risks, learning from failure, thinking critically, productively
engaging with authority, and learning over the course of a lifetime” (Tannock, 2017, as cited in
McMorran & Ragupathi, 2020, p. 926). Freire (1970) also viewed education as an ongoing activity and
recognized that for education to truly change people’s lives, it takes time. To this end, gradeless
classrooms put “the focus squarely on learning, eliminating grades in favor of feedback and growth”
(Chiaravalli, 2017, para. 7). Ultimately, gradeless classrooms provide students with successful
experiences that can increase their engagement and confidence, resulting in future academic success
(Masters, 2013). The next chapter explores these themes further within a practical application of
gradeless assessment.

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Chapter Three: Application
This chapter facilitates the integration of gradeless assessment into high school classrooms.
Though I am speaking from my own experiences as a science teacher, the goal for this paper is to
suggest broad strategies that could be used in any educational setting. First, I take the reader through a
journey that begins with the need to counter the narrative around grades. I then discuss shifting
teaching mindsets and embracing innovation which influences student attitudes. The next steps align
teaching strategies with gradeless assessment practices and highlight the importance of inquiry-based
learning and a competency focus. The final section provides practical strategies to implement gradeless
assessment and discusses the use of strength-based feedback, the integration of digital portfolios and
conferencing for communicating student learning.
Countering the Narrative Around Grades
It is a massive undertaking to try to change the narrative around grades, a practice that is
thoroughly embedded within the education system. Formal education is entrenched with basing a
students’ value on a letter grade or a percentage. Perhaps this is because we were all raised in this
system; it is familiar and feels safe. Somehow that comfort has been translated into a practice that has
been deemed good for students. However, I raise the uncomfortable notion that grades are not what is
best for students; they are not equitable, nor do grades achieve the goals for students’ engagement and
motivation that we expect them to.
I have worked in many schools where teachers devote time and energy to the question of how
to improve student attendance, engagement, and motivation. These conversations ultimately revolve
around the latest and greatest teaching strategy, or behavioural technique, but never has the
conversation been around shifting the narrative about assessment. It may seem counterintuitive to
solve systemic issues through assessment, but from personal experience I have witnessed the genuine
positive impact that gradeless classrooms can have on student achievement.

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So much of the learning we do in life is gradeless. From how to ride a bike, or how to tie your
shoes, learning is accomplished through practice and feedback. Parents do not give their children a
percentage grade on how well they made the bed; instead, they model, give feedback, and encourage
them to practice. If this type of learning is so integral to how we master life skills, then I challenge
educators to think about school in the same way. Instead of diverging from this natural form of learning,
embrace the way that it can help spark true motivation and the drive to learn and grow. If, as educators,
we can shift the narrative from basing a student’s worth on whether they got an ‘A’, and away from
using grades as a form of bribery for compliance, then we can get to the heart of the matter. Learning,
relationships, equity, engagement, and motivation are all integral pieces of the philosophy of gradeless
assessment.
Education is so much more than achieving a number on a page. It is about developing
competencies, learning how to think and reason, justifying and communicating understanding, and
building relationships (British Columbia Ministry of Education, 2019c). How can you genuinely assign a
number to those things in a way that recognizes the growth that students experience in those areas?
Gradeless assessment provides an avenue to shift from a student’s drive to ‘get an A’ towards being
valued for their growth and development.
I challenge educators to reconsider what grades actually mean to them. That may involve an
uncomfortable realization that their teaching practices need to shift. I never wanted to put my students
in a place of disadvantage, but the difficult truth is that it happened. I needed a wake-up call to realize
that, and to start my own pedagogical journey to gradeless assessment. I encourage educators to
challenge their own narrative around grades, and to consider the positive implications that this change
could have for their students. Shifting this mindset is the first step in implementing gradeless
assessment.

22
Shifting Teaching Mindset
My journey to gradeless assessment has been over a decade in the making, so I understand and
value the time that it takes to make such a huge philosophical shift. Conventional grading practices have
been ingrained in teachers through their own educational experiences and many “consider grades as an
indispensable part of their teaching practices” (Pérez-Arredondo & Bernales-Carrasco, 2021). Since
teachers play such an integral role in the relationships fostered by gradeless classrooms, which serves to
engage and motivate students, it is critical to acknowledge the trend of teacher reluctance as an
impediment to the process. Reluctance includes a feeling of teachers being “unable to adjust their
teaching and assessments to suit the new system” (McMorran & Ragupathi, 2020, p. 933) and therefore,
maintaining grade-centric attitudes towards assessment.
McMorran and Ragupathi’s (2020) mixed-methods survey highlighted the feelings of 500 faculty
members at a University in Singapore that offered gradeless assessment to its first-year students. While
teachers recognized the many benefits of gradeless learning for their students, they displayed negativity
towards their own experiences and felt that gradeless assessment had no benefit for them. It is evident
that teachers “must be integral in developing pedagogical innovations that help de-emphasize grades as
a way to motivate and measure learning” (p. 925). Regardless of the institution or grade level, teacher
buy-in is key to the success of gradeless assessment for learning. A pedagogical shift and commitment to
innovative teaching strategies is required to break free from an educational system that values grades
over lived experiences (O’Connor & Lessing, 2017).
Within the past few years, there have been significant factors impacting education. Digital
technology, the COVID-19 Pandemic and the Truth and Reconciliation Commission’s Calls to Action all
demand that education change to be more equitable and inclusive. As a result, teaching mindsets
around educational and assessment practices must also be challenged. The first step to this

23
philosophical change is to embrace innovation, and to consider the positive impact that gradeless
assessment can have on student attitudes.
Embracing Innovation
When students are not engaged with their learning, many teachers respond by ‘raising the bar’
or increasing the level of difficulty of assignments or tests. Their emphasis is placed on higher standards
which include rigor, workload, and content mastery. However, these strategies are not equitable and
often act as punitive measures towards learning. Before gradeless assessment can be genuinely
implemented, teachers must be willing to embrace innovation, both in thought and in action. It is critical
that the emphasis must shift towards valuing the time learning takes and embracing creativity over
conformity. Safir and Dugan (2021) ask that educators incorporate bold and experimental pedagogical
approaches into their teaching, even if it feels uncomfortable. That begins with recognizing “the features
of a pedagogy of compliance that still operate inside many classrooms and professional-learning spaces”
(p. 107).
Shukr (2017) discovered that as education becomes increasingly commodified, the role of
teachers becomes a transactional delivery of a service. For those who may be trapped in this world of
convention, it is important to remember the process of “de-grading” can be done in stages (Kohn, 1999).
Kohn also suggests that innovative thinking can challenge the archaic remnants of a factory-oriented
approach to instruction,” (para. 33) as well as other aspects of schools that compound the issue of
assessment. Though teachers may be fearful of adopting a philosophy of gradeless assessment because
they are afraid of how their students may react, that should not be a mitigating factor in their decisionmaking process. Working alongside students in a spirit of innovation and collaboration can help facilitate
this shift and allow students to also embrace a different way of looking at grades.

24
Influencing Student Attitudes
The shift in mindset that teachers must make to embrace gradeless assessment must also be
done by students. Students may be used to being passive participants in their learning, especially in
classrooms that are teacher-centered, and which employ conventional teaching and assessment
practices. Gradeless assessment asks students to become actively involved in their education. It also
changes their relationship with grades and the purpose of school. Ultimately, it asks students to see the
value of working to learn. This shift does not happen overnight. Just as students have been conditioned
to think about grades as a transaction (Freire, 1970), they will need to shift their own thoughts, values,
and attitudes to embrace gradeless assessment.
Gradeless classrooms eliminate many of the negative impacts that conventional grading
practices have on students, such as a failure to stimulate interest in learning, negative impacts on
motivation, increasing fear of failure and anxiety and an enhancement of avoiding challenging tasks
(Schinske & Tanner, 2014). If students can embrace the philosophy of gradeless assessment, they will
experience greater motivation for learning beyond the achievement of a grade (McMorran et al., 2017).
Together with their teachers, students can help foster the culture associated with a gradeless classroom
and experience the positive impacts it has on their engagement and drive to learn.
Aligning Teaching Strategies with Assessment Practices
Once having embraced the philosophy behind gradeless assessment, educators must evaluate
how to apply it within their classrooms. Gradeless assessment requires foresight and planning, and it
must also align with innovative teaching practices. Teachers who struggle with implementation may be
trying to overlay the process with conventional practices. Guskey (2013) reminds educators that the
process of meaningful assessment “requires thoughtful and informed professional judgment, an abiding
concern for what best serves the interests of students and their families, and careful examination of the

25
tasks students are asked to complete and the questions they are asked to answer to demonstrate their
learning” (p. 72).
Educators must be mindful of providing flexible learning opportunities that value curiosity and
skill development instead of those which promote content mastery and memorization. This practice
aligns with traditional societal views of educational success, where students are judged against a set
standard. Using teaching strategies which align with gradeless assessment practices allow for what Safir
and Dugan (2021) call a pedagogy of voice. This practice shifts both learning and power to the student
and eliminates the duality of teaching and assessment. When aligned through inquiry-based learning or
through a lens of competency, assessment becomes a natural part of learning, and not a singular event.
Inquiry-Based Learning
One method of teaching and learning that fits intrinsically with gradeless assessment is inquirybased learning (IBL). This process involves students choosing a topic of curiosity and asking questions
that guide subsequent research. Students process information, ultimately evaluating and sharing the
learning they have done and the connections they have made. This differs significantly from
conventional forms of learning, which may be teacher-centered, and involve memorizing facts and
completing tasks of compliance. IBL encourages curiosity, supports diverse learning needs and different
modes of communication. It is important to note that when students create a connection to the
curriculum, it results in increased interest and motivation to engage with their own learning (Anderson,
2016).
IBL eliminates the need for grades, as the emphasis is placed on learning and discovery, having
ongoing discussions, and providing feedback to encourage growth. Assessment within inquiry work can
include self-reflection, peer-assessments, and formative feedback in both written and verbal formats.
Each of these provides insight as to what the student can do, and guidance on areas of improvement.
Attention is paid to how students are growing and learning, and that is best done through gradeless

26
assessment. This is particularly important when considering the competencies that students are
developing through the inquiry process.
Competency-Focused Learning
The BC curriculum is organized by three elements which support a competency-driven approach
to deeper learning: content (what students know), curricular competencies (the demonstration of skill)
and the big ideas (what students understand) (BC Ministry of Education, 2019b). The curriculum is also
meant to help students develop core competencies, which are “sets of intellectual, personal, and social
and emotional proficiencies that all students need in order to engage in deep, lifelong learning” (BC
Ministry of Education, 2019c, para. 1). Competency-focused learning emphasizes the development of
skills through the application of knowledge. Traditionally, assessment has focused on learning and
content, but with gradeless classrooms content is seen as the vehicle to demonstrate competencies.
One may argue that the learning done in a competency-focused classroom is deeper and more
meaningful because students learn to process, analyze, and evaluate the content, rather than blindly
memorizing it.
When teaching and learning is shifted away from conventional practices, students are free to
develop their competencies without fear of being penalized for getting something wrong. This is
particularly important for Indigenous students whose ways of expressing their learning are influenced by
their cultural and linguistic backgrounds, their educational experiences and communication styles
(Trumbull & Nelson-Barber, 2019). Competency-focused learning values the individual perspectives of
each student and allows them to draw on their unique learning experiences. Time is devoted to
developing their critical and creative thinking skills, their ability to communicate and their social
responsibility within the classroom. These skills are transferable to their lives outside of school, with the
goal that they will thrive as individuals in whatever path they take in life. Conventional assessment

27
practices can not capture the essence of competencies the way that gradeless formats can, which is why
this is such an important aspect to ultimately integrate into the classroom practice.
Integrating Gradeless Assessment into the Classroom
Once teachers have embraced the mindset of gradeless assessment and have adopted teaching
strategies that align with its practice, they can begin to establish a gradeless classroom. The goal of a
gradeless classroom is to eliminate assessment practices which produce ‘score pollution,’ a practice
where students’ grades “limit students, families and other stakeholders in the educational system from
attaining valid information regarding academic achievement” (Green, Johnson, Kim, & Pope, 2006, as
cited in Link, 2018, p. 65). Another goal is to improve equity within the classroom, to bolster student
well-being and to improve their attitudes.
To achieve this, teachers may “use their understanding of individual student circumstances,
their instructional experience, and perceptions of equity, consistency, accuracy, and fairness to make
professional judgments, instead of relying solely on a grading algorithm” (Brookhart et al., 2016, p. 827).
A gradeless classroom “decenters compliance, grading, the quest for ‘answers,’ competition and all the
other features of dominant classroom culture” (Safir & Dugan, 2021, p. 107). This may seem like a
daunting undertaking, however, accomplishing this involves practical strategies such as using strengthbased feedback, digital portfolios, and student conferences for both assessing and communicating
student learning.
Ongoing Strength-Based Feedback
Often, in conventional assessment practices, educators focus on negative aspects of student
learning. The onus is placed on what students cannot do, and what they still need to work on. This may
be compounded by student behavior, poor attendance, or other negative feelings that a teacher has
about their students. Educators may feel uncomfortable using strength-based comments if they feel
they do not acknowledge problem areas. This, however, is not the case, as strength-based feedback

28
describes what a student can do, and what they understand. It also highlights areas to improve, and
steps that the student can take to make those improvements. This is particularly important when
learning is competency-based, and the focus is placed on the development of skills; students need
ongoing descriptive feedback to understand how they can improve. Acknowledging a student’s area of
strength introduces a lens of optimism, wherein the student can feel more empowered and confident in
their skills. This simple act can remove feelings of shame that students may feel if they are worried
about their progress and instill a sense of agency and resilience (Brown, 2020).
It is important that “if we want students to keep pushing, revising, learning, we must continue
to provide feedback without a particular grade” (Blum, 2020, p. 78). Providing ongoing strength-based
feedback eliminates the need to collect and average marks which are uninformative and arbitrary (Kohn,
1999). This grading system penalizes students who may initially struggle with the learning task, but who
ultimately achieve a level of proficiency. Masters (2013) suggests instead that “by praising success,
teachers endeavour to promote positive attitudes, build self-esteem and encourage all students in their
learning” (p. 1). By eliminating grades in favor of ongoing strength-based feedback, students can focus
on their own growth and development. Digital portfolios are a tool that can be used to collect a
students’ evidence of learning, their reflections and the feedback provided to them, serving as a
replacement for conventional tracking of grades.
Digital Portfolios
Digital portfolios support gradeless assessment by providing a place for students to collect
evidence of their learning, receive feedback, and reflect on their growth and development over time.
They are highly individualized, equitable tools that empower students to take responsibility for their
learning. Students can track their feedback and use it to set specific goals for improving (Blum, 2020).
Digital portfolios help create “a new concept of the classroom as a place where students learn according

29
to their individual pace, including the valuation of the reflective thinking, intuition and knowledge of
each individual and the belief that difficulties can be overcome” (Domene-Martos et al., 2021, p. 2).
Digital portfolios also help build a sense of community around the student, as they provide a
direct link between the classroom and their home. Most digital portfolio platforms allow for families to
join, allowing them to engage with their child’s learning and witness their growth and development. This
reinforces the important FNESC (n.d.) value that learning supports the well-being of the self and the
family, and that it establishes a sense of connectedness. It also reinforces the philosophy that gradeless
assessment, using portfolios, helps enrich students’ generation of knowledge and their personal
development (Domene-Martos et al., 2021). Students can then share their knowledge and development
during individualized conferences with their teachers in a way that showcases their growth over time.
Conferencing with Students
Though school districts may be supportive of gradeless assessment, teachers are often required
to provide a percentage grade on report cards to fulfill ministry expectations for reporting. This is the
case for BC students in Grades 10-12. Conferencing is a strategy that allows teachers to use gradeless
assessment and still be able to provide a mark on a report card. Through conferencing, students and
teachers co-create a grade which is justified through conversation and students providing evidence of
their learning. Conferencing also allows for the creation of report card comments which reflect the
students’ voice and goals that they personally set. It is important to note that these types of conferences
differ from parent-teacher interviews, often referred to as student-led conferences, which are part of
the formal BC reporting requirements.
A vital aspect of conferencing is the resulting relationships that teachers build with their
students. Conferencing need not be just for the purpose of formal reporting and should be used to
provide ongoing feedback and to build trust with students. Freire (1970) describes dialogue as an act
that builds a climate of mutual trust, and Bourke (2016) reminds educators that when assessment is

30
seen from the students’ perspective it can lead to conversations about learning that frees them from
pre-determined agendas. Conferencing is an integral part of engaging students in their learning, and one
that allows relationships to build naturally within the classroom.
Summary
Gradeless assessment has become a cornerstone within my educational practice because of the
positive impacts it has on student engagement and motivation. Removing the stress of grades not only
increases a students’ desire to participate in deeper learning, but it has positive implications for their
sense of well-being. It is important for educators to shift their mindset around grades in order to
address the pervasive dominance of grades within our educational culture. Being receptive to new ideas
can help teachers adopt strategies such as IBL, or competency-focused pedagogy which will help them
align their teaching strategies with gradeless assessment. Employing strategies such as strength-based
feedback, digital portfolios and conferencing can help teachers guide and assess students without the
need for grades. These approaches also have positive implications for communicating student learning
and involving parents into the educational journeys of their children. Ultimately, the integration of
gradeless assessment has the capacity to change the learning culture of a classroom to make it more
equitable and supportive of students’ well-being. In the final chapter, I will revisit my argument, review
both the literature and the practical application of gradeless assessment and discuss the overarching
implications for education.

31
Chapter Four: Conclusion
In this paper, I argue that gradeless assessment has positive implications for student
engagement and motivation, which include ensuring equity and fostering students’ positive well-being
and attitudes towards learning. This form of assessment is empowering for all students, regardless of
ability. Students are not ranked or compared; instead, the focus is placed on their individual growth and
development. In this final chapter, I revisit the argument that gradeless assessment has powerful
implications for student engagement. I also explore the interconnected nature of the previous chapters,
including how my claim, the literature review, and the practical applications are related. Finally, I explain
the overarching implications that gradeless assessment has for education and provide personal thoughts
to support a pedagogical overhaul of assessment.
Revisiting the Argument
For many students, conventional methods of assessment breed negative feelings towards
school. There are students who experience stress and anxiety around tests, some who feel shame when
they receive a bad mark on an assignment, and those who struggle to conform to rigid expectations
(O’Connor & Lessing, 2017; Schinske & Tanner, 2014). These oppressive experiences can result in
student disengagement from learning, and a lack of motivation towards learning tasks (Masters, 2013).
Gradeless assessment counters the predominant narrative around grades, changing the perspectives
and attitudes of teachers and students alike. It replaces compliance with creativity, grades with
feedback, and negativity with optimism. The climate of gradeless classrooms nurtures positive
relationships and fosters the growth and development of each individual student. Standardized
practices are abandoned for those which recognize the needs of today’s diverse classrooms. Gradeless
assessment recognizes diversity and evaluates students based upon their individual abilities. With that
in mind, gradeless classrooms enrich the learning experience of all students. Assessment becomes

32
equitable in the way that it considers students’ individual strengths, fosters a climate that supports
students’ well-being and helps students develop a positive connection with their learning.
Overview of Findings
Chapter One explored my personal journey to gradeless assessment. I experienced first-hand
the negative impacts that conventional assessment practices can have on student self-esteem and
ability to engage meaningfully with their learning. My practice evolved to embrace inquiry-based
strategies, and a focus on the development of competencies, which resulted in students becoming more
involved in their learning. This reinforced the need to move from a method of assessment that focused
on content, to one that fostered the development of competencies. My experiences in the M.Ed.
program validated this method of assessment, where personal growth was supported through feedback,
and emphasis was placed on developing thinking skills. These experiences show how assessment can
actively engage students in their learning and contribute to their overall well-being and success in
school. This reinforces the pedagogical and philosophical shifts that are needed to fully embrace
gradeless assessment.
In the literature review, I used Freire’s (1970) Pedagogy of the Oppressed as a theoretical
framework for implementing gradeless assessment. Freire’s philosophy centers around equity, building
relationships, and empowering students to engage in their learning. These are also key pieces to the
philosophy of gradeless assessment. They contribute to the liberating implications that gradeless
assessment has on student engagement and motivation. The literature provided insight to how this is
supported by the creation of equitable learning environments which embody the ideals of the First
Peoples Principles of Learning (FNESC, n.d.). The literature supported my claim that gradeless
assessment decreases student stress levels (McMorran et al., 2017; Sanders, 2021), which ultimately
improves their overall sense of well-being. The commodification of learning was also addressed, and the
literature revealed the way that generational attitudes around assessment can impact a student’s

33
thoughts about their own school experience (Pérez-Arredondo and Bernales-Carrasco, 2021). Recent
evidence also showed that gradeless assessment has empowering implications for students’ attitudes,
including feeling that learning is more enjoyable (O’Connor & Lessing, 2017). Building meaningful
relationships is key to this process, wherein students are actively involved and engaged with their
learning.
The practical application chapter provided strategies to implement gradeless assessment in any
educational setting. I first addressed the need to change the dialogue around the importance of grades,
which is pervasive throughout education. Changing the mindsets of teachers and students alike is critical
for the success of this practice; each must take an active role in engaging with the learning and
assessment process. Educators must also be willing to embrace innovation and abandon the fear of the
unknown (Safir & Dugan, 2021). Once the teacher has embraced the philosophy around gradeless
assessment, practical steps for implementation are suggested. This begins with the need to adopt
teaching practices such as inquiry-based learning and competency-focused strategies which fit
intrinsically with a gradeless approach. The literature also suggested other techniques for integrating
gradeless practices, including the use of strength-based feedback, digital portfolios, and student
conferencing. These aim to replace grades with modes of assessment that encourage relationships,
communication, self-reflection, and ultimately, deeper engagement. This paper highlighted the need for
multiple interconnected strategies to best implement and support gradeless assessment practices in
high school classrooms.
This paper has successfully advanced my argument that gradeless assessment practices have
significant implications for student engagement and motivation. It clearly highlighted the need for
assessment practices that better support the well-being of students. It reinforced gradeless assessment
as a method to promote equitable practices which allow students to be more actively involved in
demonstrating their learning. The literature cited also advocated for gradeless assessment’s power to

34
help students decrease stress, build self-confidence, and enjoy learning for learning’s sake. Additionally,
it described how student communication skills and relationships are improved through meaningful
interactions with their teacher. These positive implications are all reasons why I successfully argued that
gradeless assessment is a worthwhile practice for educators to implement in their own classrooms.
Implications for Education
Gradeless assessment has significant theoretical and practical implications for education.
Theoretically, gradeless practice has the capacity to change the face of assessment, starting with the
relationships students have with their learning. This practice puts emotion back into learning through
building relationships, which reminds us that learning is relational (FNESC, n.d.). It also helps making
personal connections, fostering communication, recognizing equity, and putting the student at the
centre of the assessment practice. This paper asks educators to rethink their current methods of
assessment and challenges them to consider the benefits of going gradeless. It also adds to the
discussion of how to facilitate assessment practices that are more inclusive of all learners. Often, when
educational changes are suggested, the benefits are touted only for those who struggle academically.
Gradeless assessment, however, has positive implications for all students and the power to change the
way they engage with their learning.
This shift proves to be promising, as it allows students to focus on their growth and learning
without the fear of punishment. It also allows students to enjoyably engage in learning, and to build
confidence in the process. The practical implications of this are considerable, including students feeling
safe to be challenged and motivated by their learning. This, in turn, fosters intrinsic and genuine
curiosity and engagement. Students are encouraged by feedback that is tailored to their own needs, and
which encourages personal responsibility and growth. Together with their teachers, students co-create a
learning experience that is meaningful and personal. These experiences also carry outside of the
classroom setting into the real world. The intrinsic motivation students develop facilitates life-long

35
learning, and ultimately, has the capacity to change the way they think about and engage with
education.
Final Thoughts
Gradeless assessment is not a stand-alone program that can be implemented homogeneously
throughout every classroom. It is a philosophy to be embraced and implemented uniquely by educators
in contexts that fit their own situations and the needs of their students. Thus, this paper highlights the
need for multiple interconnected strategies to successfully implement gradeless assessment. Its
dynamic approach is meant to foster the engagement and motivation of students, and to provide them
with a positive mindset about their schooling experience.
Just like learning, educational change takes patience and time. Generations of students have
been raised in a system that exalts high achievement in the form of grades. As students pass through the
system, this mindset of achievement is perpetuated as students become parents, who then relive the
system through their own experiences and assumptions. If those students become teachers, they may
utilize similar modes of teaching and assessment that they were accustomed to, thus perpetuating the
cycle of grades within the educational system.
Change can be difficult, especially if it is seen as challenging everything that is already widely
accepted. This may prevent teachers from questioning why assessment practices should be changed.
Shifting teacher mindsets is an ambitious task, let alone asking them to adopt an entirely new
educational philosophy. Considering the needs of the student is critical to taking that first step. This was
the catalyst in my own philosophical shift, and one that I am personally grateful for. Gradeless
assessment has changed the way I teach; it has allowed me to know my students better as learners, and
to witness their incredible growth. So, while change is difficult, I argue wholeheartedly that it is worth it.
Our students are worth it.

36
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