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“My Work Doesn’T Need To Be Perfect As Long As The Effort Is There”: A Case Study Of Multilingual Student Perceptions Of Labor-Based Grading Contracts In The First-Year Writing Classroom, Allison M. Hosman

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Recent developments in the fields of both TESOL and Composition indicate a need for conceptualizing and developing assessment practices that support the needs of multilingual writers that are in line with the aims of justice-oriented pedagogies. One such specific pedagogical practice, assessment, has been proposed as an area of pedagogy in which to operationalize approaches that maintain and sustain justice in the multilingual composition classroom. Although contract grading, and more specifically labor-based grading contracts, have been at the center of such recent conversations, few investigations have centered multilingual students, asking how they perceive and understand such an assessment method in …