In educational discourse, the concept of “alternative grading” often comes up. Here at Learning Innovation & Lifetime Education (LILE), we often refer to it as innovative grading and assessment because it captures a range of strategies that center on rethinking the traditional role of grades in a course. Student agency, transparency, and equity are prioritized, and strategies can take many forms—from changes to individual aspects of a course’s design to complete overhauls of course grading systems. You can learn more through our guide on strategies for innovative grading and assessment.

A key principle across these approaches is prioritizing learning over grades, shifting the focus from point accumulation to intellectual growth and deep engagement. For instance, instructors might redesign assignments to allow flexible formats for submission, incorporate peer feedback or opportunities for resubmission, or take a more creative approach to attendance and participation. On a broader scale, some courses may adopt alternative grading models such as mastery-based grading, standards-based grading, specifications grading, contract grading, or gamification. While approaches may vary, the common goal is to create a more student-centered learning experience. 

Rethinking Rigor

People often mistake innovative grading practices for being less rigorous, largely because these approaches are typically more flexible than traditional, points-based systems commonly used in higher education institutions. However, proponents of these new models aim to debunk that myth by demonstrating how such approaches can actually increase student accountability and promote equity. Centered on mastery, reflection, and meaningful feedback, innovative grading and assessment strategies can encourage deeper engagement with course material and support diverse learners in achieving high standards. Rigor, in this context, is defined as the quality of thinking and learning, not the quantity of assignments or the difficulty of earning points.

Launching a Community of Practice

This spring, LILE launched a new Community of Practice (CoP) for Innovative Grading and Assessment at Duke that brings together 11 instructors who are actively implementing innovative assessment and grading strategies in their courses. This CoP consists of instructors from departments across Duke’s campus. Facilitated by Teaching Consultants from LILE, the CoP provides a structured yet flexible environment where cohort members can learn from one another, refine their practices, and ultimately share their insights with the greater Duke community.

What’s next for the CoP

The CoP cohort has already begun having conversations around many aspects of innovative grading and assessment centered around several major themes: Participation and Attendance, Student Buy-In, Balancing Content vs. Process, and the Design and Communication of Course Materials. Cohort members will engage in collaborative reflection and resource-sharing around these themes and more through structured group meetings, ongoing online discussions, informal meetups, and a dedicated work day in early May. They will work collaboratively to generate practical strategies for making grading and assessment more meaningful, transparent, and supportive of student learning.

By the end of the program, the cohort will be positioned to be advocates for innovative grading and assessment at Duke. Cohort members will present at the annual Emerging Pedagogies Summit, create a multimedia story packet for the LILE website, and offer targeted support to other Duke instructors interested in innovative grading approaches.

The 2025 CoP Cohort at A Glance

• Charlotte Asmuth – Thompson Writing Program
• Rhiannon Scharnhorst – Thompson Writing Program
• Sarah Barton – Orthopaedic Surgery & Occupational Therapy
• Cambey Mikush – Orthopaedic Surgery & Occupational Therapy
• Suzanne Crifo – Mathematics
• Craig Dresser – English for International Studies
• Molly Goldwasser – Public Policy
• Megan Madonna – Biomedical Engineering
• Aunchalee Palmquist – Global Health & Cultural Anthropology
• Adam Rosenblatt – International Comparative Studies & Cultural Anthropology
• Katya Wesolowski – Cultural Anthropology

Want to learn more about Innovative Grading and Assessment?

Join us on April 25th at 1:00 PM for a virtual keynote titled, “Raising the Bar: What Works, What Doesn’t, and What to Do Next with Alternative Grading” with Dr. David Clark, co-author of Grading for Growth. Dr. Clark will share insights from his research and experience with alternative grading models that prioritize student learning, equity, and engagement. This event is open to all members of the Duke community and is a great opportunity for those interested in rethinking how we measure student success. Register now!