Alternative approaches to assessment in education (many of which are linked to inclusive and antiracist pedagogies) are gaining in popularity across the board, from PK--12 to higher education (Esquivel, 2021; St. Amour, 2020). One such antiracist assessment strategy is using labor-based grading contracts (LBGCs), popularized by Inoue (2019; see also Syracuse University College of Arts & Sciences, n.d.). In these contracts, students and teachers together enter into an agreement in which they acknowledge that student effort and labor (i.e., the amount of time, intensity, or application students put into their writing) are the major factors that count in the outcome of an assignment. This article examines the use of LBGCs as a chance for teachers to address student learning and feedback/response through an assessment that does not "inadvertently perpetuate achievement and opportunity gaps" (Yoshimoto-Towery & Pedro, as cited in Esquivel, 2021). Furthermore, building response into the LBGC process gives students more opportunity to engage with classroom expectations for feedback and response and to interrogate response paradigms through an antiracist lens.