Dr. Jacinta Yanders Twitter Thread with some highlights from the book Ungrading: Why Rating Students Undermines Learning (and What to Do Instead), edited by Susan D. Blum.
The excerpts she pulled, listed in the thread:
"How to Ungrade (Jesse Stommel)
-Grades are currency for a capitalist system that reduces teaching and learning to a mere transaction. They are an institutional instrument of compliance that works exactly because they have been so effectively naturalized.

What Going Gradeless Taught Me About Doing the "Actual Work" (Aaron Blackwelder)
-Assigning grades was the easy way out of doing the actual work of teaching. They made it easy for me to avoid building relationships and meeting the needs of the individual student.

Just One Change (Just Kidding): Ungrading and Its Necessary Accompaniments (Blum)
-If the only thing you care about is something beyond the activity itself–an extrinsic reward such as the grade–it is sensible to do as little as possible to procure the highest possible reward

Shifting the Grading Mindset (Starr Sackstein)
-Compliance can't be what motivates learning. Compliance simply cannot be what school is all about. It sends the wrong message about what we value and stifles creativity and curiosity. (78)

Grades Stifle Student Learning. Can We Learn To Teach Without Grades? (Arthur Chiaravalli)
-To grade or rate them sends the subtle message that their current achievement is fixed. This is the exact opposite of the mentality needed to sustain growth and improvement. (85)

Let's Talk About Grading (Laura Gibbs)
-Learners need the freedom to make mistakes in order to learn from those mistakes; they should not be punished for making mistakes (97)

Contract Grading and Peer Review (Christina Katopodis and Cathy N. Davidson)
-Giving students more autonomy is not about cutting corners – not for us, not for them. (108)"