| Sumario: | INTRODUCTION: Ungrading, or alternative grading, can be used to decrease stress and focus on grades while increasing learning. While ungrading in higher education is gaining attention, it is relatively unfamiliar in health professions education. METHODS: This study implemented alternative grading in 3 clinical laboratory sciences courses and observed student perspectives of the practice. Surveys with closed--and open-ended questions were administered after course completion. Nineteen responses were received on the questionnaire. Similarly, 19 students provided reflections on the grading practices through course assignments, which were included as qualitative data for this study. RESULTS: Students reported positive experiences with less stress and better focus on their learning. Most students did not have previous experience with alternative grading but expressed they felt it was appropriate for their courses. CONCLUSIONS: Alternative grading had a favorable impact in these courses, suggesting that these practices may be beneficial in other courses.
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