Table of Contents

• Foreword
• Alfie Kohn
• Introduction: Why Ungrade? Why Grade?
• Susan D. Blum
• Part I: Foundations and Models
• 1. How to Ungrade
• Jesse Stommel
• 2. What Going Gradeless Taught Me about Doing the ""Actual Work""
• Aaron Blackwelder
• 3. Just One Change (Just Kidding): Ungrading and Its Necessary Accompaniments
• Susan D. Blum
• 4. Shifting the Grading Mindset
• Starr Sackstein
• 5. Grades Stifle Student Learning. Can We Learn to Teach without Grades?
• Arthur Chiaravalli
• Part II: Practices
• 6. Let's Talk about Grading
• Laura Gibbs
• 7. Contract Grading and Peer Review
• Christina Katopodis and Cathy N. Davidson
• 8. Critique-Driven Learning and Assessment
• Christopher Riesbeck
• 9. A STEM Ungrading Case Study: A Reflection on First-Time Implementation in Organic Chemistry II
• Clarissa Sorensen-Unruh
• 10. The Point-less Classroom: A Math Teacher's Ironic Choice in Not Calculating Grades
• Gary Chu
• Part III: Reflections
• 11. Grade Anarchy in the Philosophy Classroom
• Marcus Schultz-Bergin
• 12. Conference Musings and The G Word
• Joy Kirr
• 13. Wile E. Coyote, the Hero of Ungrading
• John Warner
• Conclusion: Not Simple but Essential
• Susan D. BlumAcknowledgments
• Contributors
• Index

About the Author

Susan D. Blum is professor of anthropology at the University of Notre Dame. Her work on education builds on her academic specialties of linguistic, psychological, cultural, and educational anthropology. She is the author of My Word! Plagiarism and College Culture and ""I Love Learning; I Hate School"": An Anthropology of College, among other works.

Reviews

"Nuanced and well balanced."
​​​​​​​Choice Reviews

"I love this book. It undermines the mythology around grading, helping us understand that (a) grading is a construction, and a relatively recent one at that, and (b) we'd be better off without it--as would our students."
Paul Hanstedt, author of Creating Wicked Students: Designing Courses for a Complex World