No, Lynne, I never meant that I expected anyone to go for 100% per cent accuracy the first time. I confess that my students sometimes call me horrible names but, sheeesh, I'm not that awful. They also make me feel very loved about 80% of the time. (That's different because it isn't math.)
I'm just saying that I can't do the "traditional" thing of grading a paper myself, writing an 80% at the top and assigning the next page in the book. The process has to be different for each student. Sometimes we take many detours through games, projects and designs but eventually every assignment is fully "correct". Frankly, I think the wrong answers are the most interesting because they point the way to new knowledge. It's too rich a source to ignore.
By using the word "honest", I'm thinking of people who think they've mastered a subject if they've been given a passing grade. I don't want to fool my students into thinking they've "learned math" when they haven't gained any useful skills. I imagine anyone who spends time in this network cares more about the kind of learning that truly enriches their students' lives.
Mrs. C. (You could call me Betsy if you like that better.)