Let’s Read & Discuss: What if There Were No Grades?

Many educators are frustrated with how embedded grades are in higher education, but we rarely pause to ask why we rely on them so strongly and reflect on the consequences of our grading practices. In this session, we will discuss the article What if there were no grades? by Nieminen (2025). The article describes how students respond to the idea of a university without grades and prompts us to reflect on how grades (or ungrading) might shape student behaviour, motivation, stress levels, self-confidence, (deep) learning, risk-taking and creativity.

The session is organized by Hannah Kousbroek and Roel van Engelen (SIG Assessment), and René Glastra van Loon and Svenne Groeneweg (SIG SoTL). During this session we will reflect on the role grades play in our educational culture, why we grade the way we do, and what grading actually does to student learning. At the same time, we will consider what these ideas might mean for our own teaching practice. Think of questions such as:

• Do all assignments really need grades, or could feedback or pass/fail suffice for certain formative or partial tasks?
• What might happen if grades were given only at the end of a course (delayed grading)?
• Could portfolio-based assessment offer alternative ways of evaluating student learning?

Getting the Most Out of This Session

We expect a lively conversation that allows us to critically reflect on our own assessment practices and explore where there might be room for experimentation with different approaches. To make the discussion as rich and engaging as possible, we invite participants to read the article by Nieminen (2025) in advance. While preparation is not required, having read the piece will help you get even more out of the conversation.

Nieminen, J. H. (2025). What if there were no grades? Educational Assessment, Evaluation and Accountability. https://doi.org/10.1007/s11092-025-09468-7

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Target Group

This session is open to anyone interested in assessment and teaching and learning in higher education — whether you are an experienced teacher, just starting out, or working in an educational support role. No prior knowledge or expertise is required; curiosity and a willingness to reflect together on assessment practices are all you need. We especially welcome colleagues from different disciplines and perspectives, and you are very welcome to join whether or not you are involved in one of the SIGs.

To make the sessions as rich and engaging as possible, we kindly ask participants to prepare in advance by reading the article. Preparation is not obligatory, but it will make the discussion more fruitful.

Goal of the Session

Our ultimate goal is to enhance education. By joining the session, you can deepen your understanding of assessment, explore new perspectives and approaches, and connect with colleagues who share an interest in teaching and learning. The discussion is designed to spark ideas that you can apply in your own teaching practice and may also inspire future educational research or innovation projects.