When students know a practice attempt will affect their grade, they often play it safe — sticking to what they already know rather than testing the edges of their understanding, which is exactly where the most useful mistakes happen.

Ungraded formative practice removes that risk. Low-stakes quizzes, draft submissions, and practice problem sets become a genuine diagnostic tool for both student and teacher, rather than another number to protect. Students report attempting harder problems and asking more questions when they know the attempt itself will not be penalized.

The grade still matters eventually, but separating the practice phase from the evaluation phase gives students the room to actually learn from failure instead of avoiding it.