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We surveyed the ACI participants in May 2023 at the end of our almost wo-year project, capturing a small but compelling picture of the group's learning and experiences. The survey itself and the following discussion is not intended to be an evaluation of the project or a definitive report of the work completed. Instead, we look at the survey as a highlight of some of our professional learning. One thing we know for certain is that the survey results aligned with our own team's learning. 

Here are a few big ideas that faculty shared in their survey responses: 

1. NTG is better for students

2. there is no one “right” way to implement NTG assessment strategies 

3. NTG supports more equitable concepts of academic rigor

4. NTG is also better for faculty

Additionally, we have gathered a few student reflections on their experiences in with classrooms using NTG approaches. Several Spokane Community College students who enrolled in English 101 during 2023 agreed to share their insights about learning in a labor-based environment. 

Unsurprisingly, the students who persisted through the quarter were engaged with the unexpected grading system. None had been in an NTG classroom before this class (or Labor Based Grading Classroom, LBGC, the language shared with this set of students), and many were skeptical about how it would work out at the start. Many indicated initial concerns at the start of the term, and the quotes below were written the final week of the term. 

• “I believe this engagement based grading system gave me academic freedom to explore my ideas freely without the risk of a poor grade. It made space for me to explore my creative side and all my wonky ideas without fear of judgement. It created a unique academic environment that I haven't got to experience in other english classes which I've come to appreciate. I believe I grew as a creative thinker as a result of this experience because I saw other people's creative shine through their stories in addition to mine.” (Arav P)

• "This class was by far my favorite this quarter because I found my love for writing again." (anonymous) 

• “The grading system, centered around engagement and consistent effort, offered a fresh perspective on learning. It prioritized the learning journey over mere outcomes, creating a space for genuine academic growth. My grade feels like a true reflection of my journey in English 101, embodying not just the work submitted but the entire learning process.” (Farouk K)

• “Knowing that my grade is based on my active participation and commitment to completing tasks on time provides a better framework for success.” (Levon S) 

• “I feel that this engagement-based grading system is very fair in that it isn’t a subjective view of the quality of work, and I am grateful for that. I found that it made space for me to explore other ideas outside of restrictive guidelines and that I was able to get more out of everything that I was learning.” (Colleen N)

• “The engagement-based grading system in this course is new to me but I appreciated it. From experience, other grading systems were pressurizing but the engagement-based grading system was more encouraging than anything.” (Mina T) 

• "This class was by far my favorite this quarter because I found my love for writing again."

• "My initial concerns about the LBGC was that I wouldn’t be able to figure it out or even keep my grade up as it seemed very complex at first. but the LBGC started to make more sense. This approach impacted my reading and writing, because I help myself to a higher level of reading and writing knowing that my grade will reflect on how well I do the assignment."

• "I learned very much from this class and was able to write freely and to my best abilities without thinking what would or would not get me an 'A'. The criticism received is constructive and helpful and allows you to revise your work to receive a 'complete'."

• "The best part about it is how free you feel with writing. In past English classes, they were all so strict on the same grading. it was hard to write how you want to and write outside the box, I felt less constricted by a grading style. My writing has significantly improved from the LBGC because I was able to write what I wanted to while still getting feedback from my instructor and meeting all the requirements to get a complete." 

• "I wish all my classes would do this because I'm that person that tries so hard but gets low scores. So my grade becomes really low and causes issues with my mental health sometimes."

• "...because LBGCs do not use grading like the traditional grading, it reduces grade anxiety and motivates over grade chasing, it encourages collaborations over competitions, it puts the grades on [in our] hands rather than that of the instructor and also it’s more equitable. The grade impacted my learning because since I started the quarter I have never gotten worried about my final grade instead, the comments that my instructor gave me all the time pushed me to work more harder to make the final grade good."

• "For the first 3 weeks, I was hesitant to attend the class. I am poor in English and every word is difficult for me to catch. When I felt down, I was telling myself “I am here to continue my education and to learn what I don’t know.” I kept going and did my best in this class. I have read that 'If you think you are weak in something, try double on it.'  I challenged myself every day.  when I look back [on my past, I am so proud that I did my best in this class and never gave up. Everything is not easy the first time, but just do as much as you can and show your best in this class, then you will find out how much you can do it." 

• "The best part of LBGCs for me was the outcomes depending on how much effort we put in."