Masland describes in her article the idea of "Ungrading:" taking away all grades in a course. "I admit this doesn’t make sense. Deciding to ungrade my courses would do nothing for the struggling student nearly done with the current course. It would not affect the other instructors my student had that session—those who were refusing to consider an incompletegrade for them. And yet, in that moment of fire and rage, it seemed like the next right thing.I was already teaching in a very student-centered, evidence-informed way. I offered lots of choice, structure, and feedback. I was using “yet/not yet” rubrics with transparentlydesigned assignments, many of which could be resubmitted. Objectively, I was not causing pedagogical harm. But I realized that continuing to use grades, even though they did not function as weapons in my own class, served as an implicit endorsement of their utility."