> What is important is them knowing how to improve, not how they rank against their peers. 100% agree with this. I don’t see how it’s fundamentally incompatib

> What is important is them knowing how to improve, not how they rank against their peers. 100% agree with this. I don’t see how it’s fundamentally incompatible with grades. If anything, a pre-post grade change, imo, would be the best indicator that they have learned how to improve. How about this - don’t put limits on the number of times an assignment can be resubmitted. Grade each submission on the same scale. Don’t give the kids the grade right away. Give them the written feedback, talk to them about how they did, ask them if they want to do a resubmit. Once they answer, then reveal the grade. Repeat as many times as the student is motivated to do so. I love the idea of marrying up evaluation, iteration, objectivity, and not disheartening kids early. The point about iteration and feedback is the best part of the article; I just don’t understand why it requires eliminating graded assignments.