Is there a fairer way to assess student learning in physics? This paper describes labor-based contract grading (LBCG), an alternative assessment framework designed to promote student agency, engagement, and equity in the physics classroom. In LBCG, students earn credit based on the time and effort they invest in an assignment, as opposed to traditional performance-based grading. The labor component emphasizes student work and dedication, while the contract component requires students to define clear project goals and deliverables that must be met to receive credit. The author illustrates the LBCG framework within an upper-level physics course, providing a concrete example of its application. Information on student experiences and engagement suggests that LBCG can be a valuable tool for fostering a more inclusive and motivating learning environment. This approach may be particularly beneficial for students with diverse backgrounds and prior experiences, promoting a more equitable assessment of their learning.
Published in the American Journal of Physics, this article aligns with the journal's mission to improve physics teaching and learning. By presenting a novel assessment framework and evaluating its impact on student engagement, the paper contributes to the ongoing discussion about effective pedagogical practices in physics education. The research findings are relevant to physics instructors seeking innovative and equitable ways to assess student learning.