Inspired by Laura Gibbs' approach, all-feedback-no grades, I do not put grades on student work. Instead I give lots of feedback and guidance toward successful outcomes. Students receive a COMPLETE when the assignment criteria is met.  Students who do not meet the criteria receive an opportunity to RE-DO the assignment.  After all, learning can be scary and messy.  In short, in this class, it's OK to mess up.  You will be given a second chance (or third, or forth).

I embrace non-traditional methods, valuing individuality, original creative work and emphasizing resilience and empowerment. The final "grade" emphasizes the importance of reflection and self-assessment, rather than traditional grading methods. The ultimate goal is to create a dynamic, inclusive, and empowering learning environment that values the unique experiences and perspectives of each student while fostering a deeper understanding of Chicano history, culture, and identity.

The developments in the California colleges and universities follow a March 2022 report to the University of California Board of Regents' Academic and Student Affairs Committee that said traditional grading methods could perpetuate bias; the report encouraged highrer education to explore new means of assessment. That is exactly what I am doing.