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In this paper, the authors discuss their experiences with ungrading at a small public university in the U.S. and a large public university in Germany. The courses described are Calculus 1 and a content course for pre-service secondary teachers of mathematics. The professors teach differently: one with lecture, the other with inquiry-based learning, and choose to use elements of ungrading in different ways. In one case, the professor lets students self-evaluate their homework, while in the other the professor uses a mix of specifications grading and ungrading for the final grade. We outline and compare our assessment approaches and discuss student performance and feedback. We also present some patterns relating to gender: in both cases, we observed that women students chose lower self-evaluations than men students. We end this paper with a general reflection on our teaching experience and our plans to use ungrading in the future.

Two Examples of Ungrading in Higher Education in the United States and Germany