This symposium documents an ongoing conversation between five faculty members from Portland Community College. The discussion explores what “equity-based assessment” means, grappling both with the reasons for adopting such approaches as contract grading, labor-based grading, and ungrading and with the challenges of implementing them in two-year colleges.

As we begin a fresh academic year, anticipating new challenges, frustrations, and, we hope, rewards, I find myself thinking of Kenneth Burke’s “unending conversation” (The Philosophy of Literary Form, Berkeley: U of California P, 1941, 110–11). In our classrooms we continue that unending conversation in our discipline, engaging with the knowledge built in the past, beginning to build new knowledge.

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