A number of colleges have abandoned numerical and categorical grading altogether, opting instead for creating contracts with students to define success or employing student self-reflection in combination with written evaluations by faculty. This method of evaluation serves to be more accurate and focuses less just on a certain letter grade but more on content

Alternative evaluation in comparison to the grading system

Students receiving descriptive feedback, but not evaluative feedback, on an initial assignment, performed significantly better on follow-up quantitative tasks and problem-solving tasks than did students receiving grades or students receiving no feedback. Although the quality of the descriptive feedback can determine how students perform, most students still perfer descriptive feedback over evaluatgive. 

Effectiveness of receiving letter grades

The traditional grading system, in recent years, has experienced backlash from institutions because of problematic inflation and unneeded stresses. Grades create a facade of coherence, which has caused many institutions and professors to question its integrity.

Ohio State University, Columbus

The information routinely given in schools through grades may encourage an emphasis on quantitative aspects of learning, depress creativity, foster fear of failure, and undermine interest. 

Grades as a motivator and depressor

Schinske, J., & Tanner, K. (2014). Teaching More by Grading Less (or Differently). CBE life sciences education, 13(2), 159–166. https://doi.org/10.1187/cbe.cbe-14-03-0054

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