  In this paper the authors discuss their experiences with ungrading at a small
public university in the U.S. as well as a large public university in Germany.
The courses described are Calculus 1, Mathematics for Liberal Arts, and courses
for pre-service secondary teachers of mathematics. We outline and compare our
approaches, discuss student performance and feedback and present some
interesting patterns relating to gender. A shortened and revised version of
this paper appeared in PRIMUS 33 (2023), no. 9, 1035-1054, DOI:
10.1080/10511970.2023.2229819.
