In Grading Justice: Teacher-Activist Approaches to Assessment, new and seasoned teachers explore socially-just approaches of assessment, including practices aimed at resisting and undoing grading and assessment altogether, to create more democratic grading policies and practices, foregrounding the transformative potential of communication within college courses. The contributions in this collection invite readers to consider not only how educators might assess social justice work in and beyond the classroom, but also to imagine what a social justice approach to grading and assessment would mean for intervening into potentially unjust modes of teaching and learning by creating more just practices and policies. Scholars of pedagogy, Social Activism, and communications will find this book particularly interesting.