Educators and institutions have considered and continue to explore alternatives to measure students' learning and track their performance. An alternative that started to gain popularity due to its effectiveness in promoting learning engagement, equity, and inclusion, and helping mitigate concerns due to mental health was "ungrading." Ungrading is a pedagogical approach that does not necessarily eliminate grading, instead, it promotes frequent feedback and engagement with students on their work to ensure the course learning goals have been met. Unfortunately, studies measuring the effectiveness of this method targeting STEM majors with a significantly large number of students enrolled have not been published. Therefore, this study evaluates how students' performances are impacted by the incorporation of "ungrading" in a civil engineering course offered to undergraduate students. This study utilized an "ungrading" practice, known as self-assessment, for the midterm examination and students' participation was optional. To track students' performance, and the effectiveness of the method, the student's overall course performance, and student feedback were evaluated to see if there was any difference in grading between those students opting to participate compared to the ones who did not. Findings indicated that grade performances and course engagement improve by participating in "ungrading."