A project led by Nicole Coleman (Wayne State University) and Janice McGregor (University of Arizona).
This project explores more equitable and inclusive approaches to language assessment and grading. Drawing on the experiences of both educators and students, it provides research, resources, and practical tools to support the thoughtful implementation of ungrading practices in language learning contexts, i.e., the intentional act of going gradeless (e.g., in a syllabus or course assignment).
Currently, there are limited resources and materials for K-16 language educators on how they might bring alternative forms of assessment like ungrading to bear in their language classrooms (at home or in study abroad) and broader curricula. Existing research on ungrading practices (such as specifications and contract grading) have come from contexts outside of foreign language education; this, in spite of the fact that many language educators have a deep interest in examining their own biases and moving away from “an adversarial relationship between students and teachers” produced by grades and grading hierarchies (Moro, 2020). With a group of experienced “ungraders,” the project leaders assembled material to support the development of ungraded assignments and syllabi more broadly; they then led a second group of language educators without prior experience with ungrading to participate in a Professional Learning Online Network Space (PLONS) where they could discuss background readings, review example materials for language educator peers, and create their own materials.
This project both appraised the state of assessment and grading in language education, and gained a better understanding of language educators’ and students’ lived experiences with grading and assessment. It also gathered, collaboratively constructed, and will make resources available for those who are interested in incorporating ungrading practices into their teaching contexts.
A website with teacher resources will be available in October 2026.