As an educator, and a student myself, I believe that the current system of graded assessments used ubiquitously in education systems worldwide is quite flawed. Although certain issues arise in its implementation, a suitable alternative might be to consider gradeless assessments. Thus, rather than completely advocating for a change in the way educators use graded assessments within their classrooms, I suggest a shift towards an increased focus on assessment feedback and student feedback literacy. As such, this paper aims to advocate and campaign for a different and more enabling approach to current assessment practices, emphasising student learning and growth.