The traditional grading system undermines learning and reinforces inequity even in so-called “normal” times, but alternatives are possible.

Digital pedagogy is not equivalent to teachers using digital tools. Rather, digital pedagogy demands that we think critically about our tools, demands that we reflect actively upon our own practice.

Grading and assessment are curious beasts, activities many instructors love to hate but ones that nonetheless undergird the institutions where we work. Peter Elbow begins his essay “Ranking, Evaluating, and Liking: Sorting Out