A lot of professors and teachers are having thoughts about the inequities of grading under present conditions, but the thing is that most of those concerns apply equally under "normal" conditions, it just isn't as obvious

One logical response to this would be "grading is never fair so I may as well grade unfairly now," and another response might be "grading is never fair, so let's stop doing it"

I've been experimenting with a hybrid grading system that tries to focus on student learning and improvement for a couple of years, but I think this may be the thing that pushes me over to full un-grading

I am very interested in what my students learn. I am not the least bit interested in ranking them. I have increasingly come to the conclusion that traditional grading interferes with learning more than it motivates it

With un-grading (you can't say de-grading for obvious reasons) you provide feedback but not grades throughout the semester, and grades are arrived at by self-reflection and dialogue

I'm going to be teaching a big lecture next fall, quite possibly online. I can still have exams, and quizzes, and essays, and provide guidance, and corrections, and suggestions. Students can make a portfolio and reflect on their learning

@Jessifer has been teaching this way for 20 years, here is how he describes it https://www.jessestommel.com/ungrading-an-faq/