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.
