Should cheating mean an automatic zero?

Should cheating mean an automatic zero? When a student cheats, should the consequence always be a zero—or should a grade continue to measure what the student actually knows? In this Essential Question, Jake Schulke and Morgan Torres-Unger-Castleberry explore academic integrity, cheating, and grading through the lens of Grading for Equity by Joe Feldman. They discuss whether cheating should be treated as a disciplinary issue, an assessment issue, or both, and examine how teachers can uphold academic honesty while ensuring grades remain an accurate measure of student learning. Topics include: Academic integrity and cheating Whether cheating should result in an automatic zero Punishment vs. measuring learning Mastery-based grading Retakes and reassessments Formative and summative assessment Grading for Equity (Chapters 9–10) This clip is part of Episode 18 of Education Upgrade, a discussion of Grading for Equity by Joe Feldman and how grading practices influence learning, motivation, and student success. 📚 Book Discussed: Grading for Equity by Joe Feldman (Chapters 9–10) 🎙️ Watch the full Episode 18 for the complete conversation on grading, assessment, educational equity, and mastery learning. #Education #Teaching #EducationReform #GradingForEquity #AcademicIntegrity #Assessment #Teachers #EdChat #MasteryLearning #EducationUpgrade