I vote for feedback: just that, feedback. Any numbers game will, indeed, be gamed if we continue to send out the message that it is the number, not the learning, that we are interested in. A grade by any other name! So, for example, students will underperform initially on purpose to get a higher ipsative score later. Interests me not at all. I just prefer to be in dialogue with my students about their work, which takes different shapes for every student. As it naturally should. (But then, I teach writing, which is very resistant to numerification...).