Like thru-hiking the Appalachian or Pacific Crest Trail, decolonizing curriculum and assessment is a formidable and transformative experience. It calls for endurance, agility, soul-searching, and lots of listening – with humility and purpose – to the wisdom of those ahead of us on the trail. It’s an individual journey best undertaken with reliable equipment and community support at key checkpoints along the way. 

This site offers some of that equipment & support, a collection of professional development resources for college faculty working on or wondering about nontraditional grading (NTG) approaches. Our goal is to share materials customizable for various audiences: colleagues, administrators, and other campus stakeholders (committed, compelled, or skeptical) wherever they may be on the road to dismantling inequities in education. Whether you are part of a team or focused on growing your own equity literacy, we invite you to start by exploring how members of this community are being transformed by NTG practices.  

We are Washington state college faculty and professional developers who participated in a legislatively-funded, state-wide, 18-month community of practice to design, review, and apply antiracist assessment in composition classrooms. Our lens is the community college system and its particular affordances and constraints, but our core principles are applicable across disciplines and departments, throughout secondary and post-secondary education.