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Standards-based grading, an alternative form of grading in which a student’s achievement is based on their performance on a clearly defined set of standards rather than on their performance on tests and assignments, is commonplace in K-12 education but has been slow to catch on in higher education. This article presents an example of how standards-based grading was implemented in two sections of an undergraduate course on assessment to add clarity to the meaning of students’ grades. The author reflects on lessons learned from implementation including the benefits and challenges posed by adopting the practice.