As part of an Action Research professional development class I co-facilitated with my colleague Mary Richards, I modeled this inquiry project on removing grades from my classroom assessment practices. 

In my ungraded classroom, students use peer, instructor, and parent feedback in collaboration with self-reflection to give themselves a final grade at the end of the semester. This is a response to the data-obsessed reform efforts of the first two decades of the new century that does little to inspire the wonderment and awe inherent in the acquisition of new knowledge. ​

Bolton, David L., and John M. Elmore. “The Role of Assessment in Empowering/Disempowering
Students.” De-testing and de-grading schools: authentic alternatives to accountability and standardization. Ed. Joe Bower, and P.L. Thomas. New York: Peter Lang Publishing, 2013. 126-140. Print.

Gullickson, Arlen R. “Student Evaluation Standards: A Paradigm Shift for the Evaluation of
Students.” Prospects 35.2 )2005) : 213-227.

Hoben, John. “Outside the Wounding Maching: Grading and the Motive for Metaphor.” De-testing
and de-grading schools: authentic alternatives to accountability and standardization. Ed. Joe Bower, and P.L. Thomas. New York: Peter Lang Publishing, 2013. 169-183. Print.

Kohn, Alfie. “The Case Against Grades.” De-testing and de-grading schools: authentic alternatives to
accountability and standardization. Ed. Joe Bower, and P.L. Thomas. New York: Peter Lang
Publishing, 2013. 143-153. Print.

O’Connor, Ken, and Rick Wormeli. “Reporting Student Learning: Despite advances in grading and
reporting, imprecision and lack of meaning persist.” Educational Leadership 69.3 (2011) :
40-44. Print.

Zoeckler, Laurence G. “Moral Aspects of Grading: A Study of High School English Teachers’
Perceptions.” American Secondary Education. 35.2 (2007), 83-102. JSTOR. Web. 25 Nov.
2015.