I am happy to announce the first publication based on my research into “gradeless learning”: “Assessment and learning without grades? Motivations and concerns with implementing gradeless learning in higher education,” in the journal Assessment & Evaluation in Higher Education.

This paper provides an overview of so-called gradeless learning, both in higher education in general and Singapore specifically. We share the aims of the policy, which was expanded at NUS in 2014 to include most first-year students, and we share the results of a large student survey about the policy. Still in its infancy, this research has the potential to address the concerns of educators, policymakers, students, parents, human resources personnel in the public and private sectors, and many more. I and my co-authors continue to work on this project and plan to write several more articles and reports in the future.

Abstract: The relationship between assessment and learning in higher education often comes down to a single thing: a grade. Despite widespread criticism of grades as inexact tools, whose overemphasis undermines student learning and negatively affects student well-being, they continue to be the norm in the assessment of student learning. This paper analyses an alternate form of assessment: so-called ‘gradeless learning’. This study theoretically and geographically contextualises the recent implementation of a gradeless learning policy at a large public university in Asia, and presents findings from a student opinion survey about the policy. The paper shows that respondents overwhelmingly understand and often agree with the central claims of gradeless learning, including its potential to ease students into college life, allow them to make more daring choices in their studies and even develop as lifelong learners. However, the aim of relieving stress among one group of students has increased stress for others. The study explains the circumstances that create this divergence in student stress levels, which are both locally specific and common to all gradeless systems. The paper concludes by discussing the effectiveness of the gradeless system in achieving its aims and suggesting future research avenues.