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Just completed my 6th term, 2 years and 2 cohorts of students with whom I engaged in ungrading with. This last term did not go as well as I had wanted it to. It was a reminder that to me at least, there is not "achieving" ungrading. There is a need for regular reflection, conversation with students, and refinement of practices and structures.
One central and ongoing tension is the balance between creating structures and scaffolds, and having open and amorphous tasks that provide students with more agency, but also may seem more opaque. Balancing and rebalancing this has been an ongoing exercise that feels a bit like a swinging pendulum.
@ZingerLearns #Ungrading is a new term to me, but I totally endorse the goals you express for it in some of your posts. I also like some of Dylan Wiliam's ideas about having students read and respond to feedback before giving them a grade.