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)