Grading has been a key component of assessment systems for hundreds of years. However, researchers and teachers have reimagined the role of assessment in education, leading to teachers "going gradeless" (reducing or eliminating grading). The purposes are many: promoting learning, improving feedback, or increasing student motivation. Reducing grading could impact students in a positive way, but could also have unintended or unforeseen consequences. Nevertheless, we do not know what happens when teachers go gradeless. How is going gradeless practised in schools, and how is it experienced by students and teachers? The Going Gradeless project will answer these questions. 
 
There is much interest in teachers' ability to improve on their teaching. The project will explore a bottom-up process where teachers decide to make changes. It investigates teachers' and students' experiences in going gradeless in upper secondary school, focusing mainly on Norwegian, English, Mathematics, and Vocational Training and Education courses. Furthermore, the consequences of going gradeless for school leadership and the assessment system will be analysed. The project will provide important knowledge of teachers' professional practice at the classroom level, professional development and school leadership, and governance of the assessment system.