Lara Ragpot (2011) from University of Johannesburg noticed that the assessment methods used in her program relied heavily on final written examination in the English language, even though a large population of students entered the program with limited English. With written exams, students did not have the opportunity to review their cumulated work and receive constructive feedback. 

She believed that this rigid method of assessment did not allow students to effectively convey their grasp of course content. Therefore, she introduced a variety of tasks and Universal Design for Learning principles in a child cognitive development course, including:

• "art (pictorial expression)" (Ragpot, 2011)

• "drama (expression of learning experiences)" (Ragpot, 2011)

• Formative written and spoken weekly tasks

• Final essay that allowed student time for preparation

Lara found that by incorporating different modes of assessment, students became more "confident, independent and reflective learners", and that the students felt supported and more engaged with the learning material during their learning (Ragpot, 2011).

Professor David Clark from Grand Valley State University experimented with an alternative assessment approach in his 2021 Euclidean Geometry class. In this class, there was no marks at all, only feedback. The methods that he used include:

• Each class was used for collaboration in groups where students worked together to present problems and investigate solutions;

• Students presented a previously discussed problem individually each week to showcase their understanding;

• Students were allowed to resubmit one assignment problem with a reflective cover page each week;

• At the end of the semester, students were to propose a final grade and support their proposal with their portfolio and a justification essay;

• A specific criteria for final grades was provided to students;

• Having two "check-in" meetings with students to monitor progress (Clark, 2021). 

Clark (2021) found that students were more focused on learning when they did not have to focus on fear of getting a poor grade; they also submitted more thoughtfully revised work, showing an intrinsic motivation to learn and improve. 

In a study by Hasinoff et. al. (2024), 364 university students enrolled in 14 "ungrading" courses reported the following assessment methods used in place of traditional grading by their instructors: self-assessment, peer review, reflection, revising, complete/incomplete, no late penalities, student-determined criteria, effort-based grading, specifications grading, low- or no-points assignments or activities. 

Students reported positive experiences with these assessment approaches, citing how the instructors facilitated a trustful environment to foster deeper learning and absorption of knowledge. They further cited that their instructors demonstrated care and empathy, and reported higher level of engagement with course material, enjoyment, and interest in learning (Hasinoff et. al., 2024). 

Finally, the students reported that these assessment methods encouraged them to achieve a genuine understanding of concepts and ideas, rather than "memorization" and "regurgitation" (Hasinoff et. al., 2024).

Multiple institutions have experimented switching from the traditional grading system to the pass/fail system and have yielded positive results.  

In a study by Fantone and White (2010), it is stated that while the traditional grading system serves as an extrinsic motivator for completing tasks, it does not motivate deeper and lifelong learning. Fantone and White (2010) compared the academic performances of two second-year classes in a medical school, in which one class used the traditional grading system and one used the pass/fail system. They found that there was no statistically significant differences in academic performance between the two classes. Moreover, students who experienced the pass/fail system reported having more time for personal well-being, family, and extracurricular activities (Fantone & White, 2010). 

Similarly, National University of Singapore experimented a form of "grade-free first semester" (McMorran & Ragupathi, 2020). At the end of the first semester, final grades will be released, and students are to choose one of three options:

• accept the grade and it will show up on their transcript;

• accept a "pass" (for a C or higher), and the students will earn the credits for the credits, but their GPA will not be impacted;

• drop the course and there will be no impact on their GPA.

In this scenario, students were more willing to take intellectual risks and to learn "for the sake of learning". Student perception towards learning improved, and student reported less stress (McMorran & Ragupathi, 2020).