Labor-based grading practices in the physics classroom

Abstract

I describe the assessment framework of labor-based contract grading (LBCG). In a labor-based grading scheme, the time and effort ("labor") a student spends on an assignment determines the credit they receive; the contract component requires students to design projects with clearly-defined goals and deliverables which must be satisfied to earn credit. LBCG is intended to promote student agency and engagement, and to provide a more equitable assessment framework given that students come with a wide range of prior experiences and preparation. I illustrate the LBCG framework within the context of an upper level physics course, using a particular assignment as an example; I also provide information on student experiences and engagement.