Grading Liberation: How I learned to love reflective assessment

Most faculty don't even question the idea of grades or the process of grading. They typically loathe the process but see it as a necessary part of their job and the assessment of their students. But what if faculty paused to question why they grade students? What purpose does it serve? Is the grading process consistent? What is it doing to our students? Is it actually assisting in the learning process? Does it motivate students? And what is the extensive amount of grading done to faculty and their relationship to pedagogy? In this paper, I will examine these questions as I continue the process of improving the ungrading approach or reflective assessment.