if don’t Grade students won’t do it–rather, if don’t do it can’t move on
trad grading encourage cheating–incentive to take shortcuts for score, not learning;
moving on regardless of mastery we move on
key-work with learners constantly asking themselves–helping me to learn or making it easy and not learning;
no grading of formative work–rather diagnostic feedback
Have learners build something to help other learners as demonstration of mastery (test)