Abstract
There are three foundational issues with traditional grading: (1) its reliance on extrinsic motivation, (2) its penalization of mistakes, and (3) its inequitable and dehumanizing nature. Education scholars have found alternative grading, or ungrading, more equitable and effective as it promotes intrinsic motivation, utilizes non-evaluative feedback to strengthen student-teacher relationships, and exposes the myth of objectivity and invisible barriers to success. Previous research and case studies have primarily focused on alternative grading in the post-secondary classroom, but there is a wider gap in case studies at the secondary level. This paper examines one secondary humanities teacher’s implementation of alternative grading, considering stakeholder buy-in, practical methods of implementation, and the challenges and successes he experienced. The interview revealed that positionality is a major component of teacher success implementing alternative grading. The findings also indicated that the benefits of alternative grading in the secondary setting are improved ownership of learning, student-teacher relationships, and learning environments.