< Issue No. 20 (2025/2026)
Sub-Reflections
Ungrading Courses on Buddhism
Van Overmeire, Ben, Duke Kunshan University
Abstract
I discuss my experiences switching to an ungraded assessment model to teach Buddhism. This model allows students to learn through failure and to chart their individual learning path. I first describe how grades inhibit learning and then describe the model. I also describe my successes and failures in implementing this approach. I then give some recommendations for those interested in trying this out in their classes as well. Finally, I reflect on the Buddhist dimensions of ungrading, specifically ideas of no-self, compassion, skillful means and sangha.