[Wowfunhappy]

> Many students would turn in low-quality work to get feedback, then make very minor incremental changes. This process would be repeated many times. The result was a higher than typical grading load for the instructor (sometimes it felt like I was spending more time on the assignment than the student).

The teachers I know who use this policy also have a sort of "bad faith" exception, where students who are clearly abusing the system and not trying are given an ultimatum. But others are allowed to keep trying.

[no_butterscotch]

Are those teachers in middle class well to do schools?

I don't know if inserting teacher discretion is a "good idea" in cases where we're talking about "equity" - it could just as easily result in some students being graded worse/better with no respect to the work done.

[Wowfunhappy]

> Are those teachers in middle class well to do schools?

No, actually.

> I don't know if inserting teacher discretion is a "good idea" in cases where we're talking about "equity" - it could just as easily result in some students being graded worse/better with no respect to the work done.

It's a fair criticism. But keep in mind that grading already involves a lot of teacher discretion, to the point where I'm not convinced that a significant amount is being added here.

Also, I'm not sure these teachers would necessarily say the policy is specifically intended to increase equity (as much as that is a priority in general). As one of my professors explained it (I'm a graduate student working towards a teaching degree, so my professors are also K-12 teachers), giving a child a bad grade means they did not master the learning objective. Allowing the child to retry the assignment at least provides an opportunity for them to go back and learn the material.

(For what it's worth, when I become a teacher I don't think I'm going to allow unlimited retries in my own classroom. I'm not sure though—I like some aspects of the idea.)