When I discovered the ungrading movement a couple of years ago, I realized it fit well with an approach I’d been exploring in my writing classes—one that prioritized student labor, revision, and holistic assessment. I knew this approach had a well-established basis in theory and practice within writing studies (e.g., Elbow, 1994; Inoue, 2019), but I struggled to adapt it to other courses whose goals focused less on writing and more on students’ mastering a body of knowledge. How, I wondered, could I employ ungrading practices in courses where relatively objective assessments like quizzes and exams had an important role in assessing students’ learning?