A practical guide to rethinking assessment in the world language classroom
There is a growing recognition that traditional grading often fails to capture genuine learning and can introduce inequities into the classroom. Ungrading offers an alternative approach aligned with the principles of diversity, equity, access, inclusion, and belonging. It can also reduce student stress, increase intrinsic motivation, and foster more meaningful engagement with the target language.
Grading Less, Learning More explores ungrading as a transformative practice in the teaching of world languages and cultures. The book brings together contributions by educators from a range of languages and institutional contexts who share both the theoretical grounding and the practical strategies to apply alternative grading systems. Readers will find chapters on the connections between ungrading and second language acquisition theory, and comparative analyses of methods such as contract grading, specifications grading, and minimal grading, as well as concrete applications involving peer assessment, self-reflection, and student-generated rubrics.
While existing books on ungrading speak broadly across disciplines, this volume is the first to focus specifically on world languages and cultures. It blends original research with classroom-tested practice to support educators who are ready to embrace more equitable, humanistic, and learning-centered approaches to assessment.
Reviews
"Language learning requires mistakes and courage. Risks and security. Real outcomes. Conventional grading discourages all this. This marvelous book reports back from the field, in the context of theory and experience, exemplifying the teachers' own learning through iteration and honest reflection. It's not just about world languages, but offers ideas, big and small, for improving learning in all classrooms."—Susan D. Blum, Professor of Anthropology, University of Notre Dame, editor of Ungrading: Why Rating Students Undermines Learning (and What To Do Instead)
"Dengub and Mesrobian's definition of upgrading encompasses a family of alternative grading systems: Blum's ungrading, contract grading, specifications grading, and more. These authors assemble chapters on the implementation of each type in actual world language courses, along with student and instructor reactions. This book is a must for language faculty."—Linda B. Nilson, PhD, Director Emerita, Office of Teaching Effectiveness and Innovation, Clemson University
"Grading Less, Learning More is a vital and timely contribution to the field of language education. It thoughtfully challenges legacy grading paradigms and advances an important conversation about more human-centered approaches to assessment. As we grapple with new challenges and opportunities in our field, this book adds an important voice to the discussion of what the future of language learning will look like."—Felix A. Kronenberg, Director, Center for Language Teaching Advancement (CeLTA), Michigan State University
"As a language educator, I value individualized feedback. As an academic leader, I understand the need for institutional consistency. Navigating this tension, I found this volume intellectually stimulating and remarkably balanced. Whatever your perspective, you will finish this book better equipped to teach and lead."—Per Urlaub, Massachusetts Institute of Technology
"This volume offers an innovative and compelling exploration of ungrading in world language classrooms. Grounded in research while rich with practical examples across diverse languages and contexts, it makes alternative approaches to assessment feel both purposeful and achievable. You'll come away inspired and eager to try these approaches in your own classroom!"—Lara Bryfonski, Georgetown University
"Grading Less, Learning More offers language teachers insightful, practical, and informed advice on multiple forms of ungrading in classrooms. The studies in the collection are particularly meaningful and helpful, some focusing on teachers' attitudes, others focusing on students' responses to ungrading. The collection guides in all the right ways."—Asao B. Inoue, Professor of Rhetoric & Composition, Arizona State University
About the Author
Evgeny Dengub is a teaching professor of Russian and director of the Center for Languages and Cultures at the University of Southern California. He is coeditor of The Art of Teaching Russian, recognized with the MLA's Kenneth W. Mildenberger Honorable Mention. He has also received the American Councils of Teachers of Russian Distinguished Service Award.
Lori Mesrobian is an associate teaching professor of Spanish at the University of Southern California (USC). She is a faculty fellow through USC's Center for Excellence in Teaching and has led various initiatives to promote effective and innovative teaching.
