In higher education, grading has largely been standardized, with letter grades standing in for student learning. However, the academy has begun to wonder: do traditional assessments measure what students actually know and can do?
At Duke, the Innovative Grading and Assessment (IGA) Community of Practice (CoP) was created to explore exactly that question. Bringing together instructors across disciplines, the CoP became a space for reimagining assessment, fostering collaboration, and generating practical resources for other instructors. The video below explains the motivation of some of the CoP participants to change their grading and assessment practices, as well the impact on their classroom.
Why Does Innovative Grading and Assessment Matter?
Innovative grading and assessment shifts the focus from measuring performance to supporting learning. Innovative approaches center learning outcomes as the primary driver for grading, allowing students to be agents of their own learning since the assessment practices are inherently flexible and iterative. In practice, it can look like implementing new grading schemes like mastery-based or contract grading, rethinking participation policies, encouraging self assessment, and allowing assignment revisions.
The impact in the classroom can be profound, as illustrated in the graphic below. These changes don’t just alter grading—they reshape the entire learning experience, making it more inclusive, transparent, and growth-oriented. We have created an overview of innovative grading and assessment to learn more.
Why Was the Community of Practice Formed?
The origins of the IGA Community of Practice trace back to a planning retreat in August 2024, when the Teaching Innovation team identified innovative grading and assessment as a topic that instructors often wanted to discuss. To better understand instructor needs, the team conducted interviews in Fall 2024. A clear theme emerged: faculty wanted not just resources, but also a space to share ideas, learn from one another, and experiment with new approaches.
The Community of Practice model was a natural fit. By design, a CoP brings instructors together around a shared topic, encourages collaborative learning, and positions participants as both learners and leaders. The IGA CoP officially launched in early 2025 with a cohort of 11 instructors selected from 27 applicants.
What Did the Community Do Together?
The strength of a Community of Practice lies in its structure and collaborative energy. This CoP met throughout Summer 2025 to discuss their experiences and expand their knowledge. The CoP ended with the fellows creating their own products to share with the wider Duke community.
Collaborative Learning and Discussion
Regular meetings blended asynchronous pre-work, interactive discussions, and actionable takeaways. Topics included:
- The mechanics of innovative grading
- Participation and attendance policies
- Maintaining rigor
- Building student buy-in
- Designing and communicating course materials
An external speaker, Dr. David Clark, further enriched the experience with a session on what works—and what doesn’t—in alternative grading.
Hands-On Project Work
Beyond discussion, participants actively developed projects to share their knowledge with the Duke community.
Team ‘Academic Discourse’ focused on expanding the conversation around innovative grading at Duke. Their outputs included:
- A virtual panel: “Innovative Grading and Assessment: Stories from the Classroom”
- A zine highlighting the benefits of IGA
Team ‘Faculty Support’ concentrated on helping other instructors adopt these practices. They created:
- Programming for new faculty orientation
- A workshop titled “Squash Grades: Transforming Assessment Practices for Deeper Learning”
Get Help with Innovative Grading and Assessment
Center for Teaching and Learning staff are available to help you rethink grading and assessment for your courses. Email us at dukectl@duke.edu or stop by our open online office hours for one-on-one help.
