This book breaks it down very well. There are a few concepts in the book I don't agree with, but the case against zeros is compelling.
Grading for Equity: What It Is, Why It Matters, and How It Can Transform Schools and Classrooms https://www.amazon.com/dp/1506391575/ref=cm_sw_r_apan_glt_i_4F8TC2WBG2100YW1RTKH
Well.... I can solve the "No-Zero" pollicy issue for you!
Read "Grading for Equity" by Jow Feldman. It's the book where admin gets their "No Zero" policy from and screws the rest of it up. It's a short read, and if you have to do No-Zeros anyway, this book will help you implement the REST of the philosophy. It will allow you to hold them accountable without running afoul of their policy!
I get your frustration. I was right there. I've talked about it a LOT. I've read articles, I've explored, and it finally clicked with that book. I really urge you to read it. I am not the one who conducted the studies, so I'm just secondhand information.
https://www.amazon.com/Grading-Equity-Matters-Transform-Classrooms/dp/1506391575
I'm going to try not to spam you, but that's also addressed in Grading for Equity. The thing is you CAN'T address all of the causes sometimes. Student doesn't have a quiet place to work? How do you fix that? Student works outside the home to support siblings? Can you fix THAT? Student is slow to process and needs more time, but can't complete everything because of that? The semester still ends...
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https://www.amazon.com/Grading-Equity-Matters-Transform-Classrooms/dp/1506391575
The push from admin to pass everyone is REAL. It's also not connected to the "no-zero" or 0-4 grading. That's just admin grabbing one line and running with it instead of actually learning the philosophy. I recommend you read "Grading for Equity" and see what you think. It's a pretty easy read, I finished it in a long day. It's where a lot of the 0-4 or "no-zero" concept comes from, but it ALSO expects changes in what is assessed and how.
https://www.amazon.com/Grading-Equity-Matters-Transform-Classrooms/dp/1506391575
Read Grading For Equity for a good, deep explanation (I'll link below).
Short answer, yes, it's a workaround for 0-4 scale to fit with programs that only accept 0-100%. I too really struggled with the concept until I read the book that champions it. The key is that you're NOT giving "points" really. That's changing the reporting system without the grading system. If you implement a "no-zero," 0-4, 50-100, etc. scale, then you also GRADE on that scale. If a student gets 30% of their math problems right, they don't get an 80%, they get a 1 or a "below expectations." If you need to translate that into a score for your computer, they get a 55%. Still failing, still better than not doing it, still not passing.
The KEY to this idea is that they have another opportunity to demonstrate learning. In Math, maybe Exam 2 has 3 of the 15 problems which are actually for skill 1. A student bombed Exam 1, but gets all 3 of these right? You update their Exam 1 score to whatever is appropriate because they demonstrated they learned that skill/concept. If a student does 10% of the work, but they get is all perfect, they might squeak by with a D or even a C. If most (the book advocates ALL) of your grades are summative, then they showed that they know enough of the content and skills. It's up to you to create assessments which YOU feel give an accurate measure of student achievement.
A "no-zeros" policy with 70% "completion" grades will do exactly what you fear. One with grades based nearly exclusively on students demonstrating achievement won't.
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https://www.amazon.com/Grading-Equity-Matters-Transform-Classrooms/dp/1506391575