My rationale for requiring assignments to be finished rather than assigning zeros as an assessment practice comes from a desire to promote student learning, motivation, and growth. Zeros simply do not motivate. They only cause the student to give up, “It's almost impossible to recover from a zero” (Kratzer 2021). By giving enough zeros, I am giving an academic death penalty. I must make students get the work done, even though it takes more effort on my part! I am inspired by the concept that it should be harder to get a D than a B (Reeves 2010). 

Rather than giving out zeros, I have to actively seek opportunities for the student to make the work up. This includes messaging students on Teams to arrange lunch sessions to finish a portion of an assignment each day until it’s done. Taking a firm stance against tolerating zeros for incomplete or missing work means I am supporting students to overcome challenges and achieve success. 

By refusing to give up on any student and offering continual encouragement, support, and opportunities to get the work done, I strive to create a culture of inclusivity and empowerment in my classroom.

Kratzer, A. (2021). 5 reasons not to give zeros. https://angiekratzer.com/5-reasons-not-to-give-zeros

Reeves, D. (2010). Toxic grading practices. https://www.youtube.com/watch?v=jduiAnm-O3w