For students, ungrading encourages a mindset switch for each assignment from deficit (what’s the minimum score I need?) to growth (what can I learn?). For instructors, ungrading has a similar effect: Instead of spending our time dividing points among assignments, we can imagine what students can gain from each activity.

Ungrading is equitable because each activity is an opportunity to practice demonstrating learning. If a submission does not do this, constructive feedback helps students be successful with their resubmission. Each student receives individualized guidance and can resubmit as many times as they need.

Ungrading is culturally responsive because it allows students to choose how they demonstrate what they have learned. Instead of making everyone do the same assignment in the same format, students pick the method that works best for them.

Ungrading is empowering because each student determines their class grade. It gives them practice using evidence (the course activities they have completed) to support an assertion (the grade they have earned) to an authority (their professor).

Ungrading is especially suited for online asynchronous classes. This mode allows us to be flexible in our teaching and allows our students to be flexible in how and when they show up to learn. Learning management systems like Canvas have settings, tools, and features that make it possible to practice ungrading without points.

In this session, we will explore the concept of ungrading and see an example of a Canvas course set up to encourage practice, give choice, and enable self-determination of a class grade. The Canvas tools that will be demonstrated include self-assessment, Mastery Paths, and custom grade schemes; similar tools may be available in other learning management systems. You will leave with practical guidelines for Canvas course and activity settings that can be used to explore the parts of ungrading that fit you and your students best.