Sixteen years of teaching have taught me that quantifiable grades can be intellectually stifling, unfair, deeply stressful, unequal, unkind and often conform to a status quo I want my students to question.
So I stopped grading in 2020 and made students determine their own final grades through reflective self-assessment, and I've never looked back.
Students are often consumed by the desire for a 4.0 or desperate for grading curves to pull them out of mediocrity and obscure the meaning of those grades.
The fear of numbers either locking or unlocking the doors of graduate school and law school, or compromising their financial aid, means that the anxieties of measurable achievement arrive with students to campus before they ever step foot in my classroom.
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