Our understanding of how humans learn and what motivates them to learn has advanced tremendously over the past few decades. One stunning reality cognitive science is daring all of us to reckon with is just how incompatible grading and learning are. Yet educators appear to still be clinging to grading. Has grading truly become a thing of the past as some educators insist? Or are teachers still grading students? A retired teacher with thirty years of varied classroom experience and who dedicated his career to the study of grading, Mark Skelding shares his thoughts and discoveries in this collection of essays and commentaries.