An educational assessment philosophy that minimizes or eliminates traditional letter or numerical grades during the learning process in favor of feedback, reflection, self-assessment, and demonstrations of learning. Ungrading encourages learners to focus on developing knowledge, skills, competencies, and continuous improvement through meaningful dialogue with instructors and peers, rather than emphasizing grades as the primary measure of achievement.

Depending on institutional policies, courses using ungrading may ultimately require a final course grade for transcript purposes, but that grade is often determined through student self-evaluation, portfolio evidence, instructor-student conferences, or negotiated assessment rather than accumulated points alone.

The ungrading movement emerged as educators questioned whether conventional grading systems accurately represent learning or encourage deep engagement. Advocates argue that excessive focus on grades can reduce curiosity, increase anxiety, discourage risk-taking, and shift attention away from meaningful learning. Instead, they promote narrative feedback, iterative revision, reflection, and authentic demonstrations of competence.