  I describe the assessment framework of labor-based contract grading (LBCG).
In a labor-based grading scheme, the time and effort ("labor") a student spends
on an assignment determines the credit they receive; the contract component
requires students to design projects with clearly-defined goals and
deliverables which must be satisfied to earn credit. LBCG is intended to
promote student agency and engagement, and to provide a more equitable
assessment framework given that students come with a wide range of prior
experiences and preparation. I illustrate the LBCG framework within the context
of an upper level physics course, using a particular assignment as an example;
I also provide information on student experiences and engagement.
