I followed the same format of polling a large Facebook group of 12,600 language teachers on things-inequitable and grading. Of 144 participants, the overwhelming majority grade some kind of reading comprehension without a focus on individual vocab terms. Quizzing vocab (full-out or vocab section of another assessment) isn’t something I recommend doing, especially not grading it. This holds true across all content areas, not just languages. Why? That kind of focus is on the micro level isn’t necessary, and it might just be measuring a student’s short term memory. We don’t need to document any of that, nor is it particularly helpful to know. In Wormeli’s 2018 update to Fair Isn’t Always Equal, one of his principled responses is “avoid test questions that ask only for basic recall of information” (p.14). That makes sense. We can skip insignificant acts of recall and go straight to whatever the vocab is used for—the greater purpose—presumably to read or interact in the target language. That word knowledge is embedded in the greater, more-purposeful task. Why bother with both?!