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All humans are bound to make mistakes while learning something new, and our students are no exception! For the better part of a century,¹ we've leaned on a grading system that solely measures a student's progress by a series of points-based exams that are merely a snapshot in time. A snapshot that doesn't get to be revisited or improved upon until the final exam. How can we better promote mistakes as a part of learning without penalizing students for not getting it right on the first try? Enter alternative grading! While alternative grading can come in many individualized forms, the hallmarks can be summarized into four 'pillars'²: 1) clearly defined standards, 2) helpful feedback, 3) marks indicate progress, and 4) reattempts without penalty. During the session, we'll discuss the differences between the main archetypes of alternative grading systems, with a focus on specifications and standards-based grading. I'll also share my personal experience with choosing a system that was right for my classroom, getting my students to 'buy-in,' and highlighting the pros and cons of my prior iterations of alternative grading.

1. Schneider, J., & Hutt, E. (2014). Making the grade: A history of the A–F marking scheme. Journal of Curriculum Studies, 46(2), 201-224.

2. Talbert, R. (2021). Finding Common Ground with Grading Systems. Grading for Growth. https:// gradingforgrowth.com/p/ finding-common-ground-with- grading