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.