In a recent article for The Varsity, University of Toronto Instructor Dylan Jow argues for the abolishment of grades to support student success. Jow touches on the issues with the use of assessment systems that may be arbitrary or ambiguous, place unnecessary barriers or expectations on students, or that are used for “gatekeeping” academic advancement. The author discusses the experience of setting up a class that intentionally reduced the pressure of grades, and how this resulted in improved quality of student responses, greater participation in class, and a higher attendance of office hours.
The Varsity
