Show Less
Restricted access

de-testing and de-grading schools

Authentic Alternatives to Accountability and Standardization

Series:

Edited By Joe Bower and Paul L. Thomas

A century of education and education reform, along with more than three decades of high-stakes testing and accountability, reveals a disturbing paradox: education has a steadfast commitment to testing and grading. This commitment persists despite ample research, theory, and philosophy revealing the corrosive consequences of both testing and grading in an education system designed to support human agency and democratic principles. This revised edited volume brings together a collection of updated and new essays that confronts the failure of testing and grading. The book explores the historical failure of testing and grading; the theoretical and philosophical arguments against testing and grading; the negative influence of tests and grades on social justice, race, class, and gender; and the role that they play in perpetuating a deficit perspective of children. The chapters fall under two broad sections. Part I, Degrading Learning, Detesting Education: The Failure of High-Stake Accountability in Education, includes essays on the historical, theoretical, and philosophical arguments against testing and grading. Part II, De-Grading and De-Testing in a Time of High-Stakes Education Reform, presents practical experiments in de-testing and de-grading classrooms for authentic learning experiences.
Show Summary Details
Restricted access

Copyright

Extract

Library of Congress Cataloging-in-Publication Data

Names: Bower, Joe, editor of compilation. | Thomas, P. L. (Paul Lee), editor of compilation. Title: De-testing and de-grading schools: authentic alternatives to accountability and standardization / edited by Joe Bower, P.L. Thomas. Description: Revised edition. | New York: Peter Lang, 2016. Series: Counterpoints: studies in the postmodern theory of education; vol. 492 | ISSN 1058-1634 Includes bibliographical references and index. Identifiers: LCCN 2015038794 | ISBN 978-1-4331-3058-8 (paperback: alk. paper) ISBN 978-1-4539-1792-3 (e-book) Subjects: LCSH: Educational tests and measurements—United States. Grading and marking (Students)—United States | Educational evaluation—United States. Education—Standards—United States. Classification: LCC LB3051.D429 2016 | DDC 371.26—dc23 LC record available at http://lccn.loc.gov/2015038794

Bibliographic information published by Die Deutsche Nationalbibliothek. Die Deutsche Nationalbibliothek lists this publication in the “Deutsche Nationalbibliografie”; detailed bibliographic data are available on the Internet at http://dnb.d-nb.de/.

© 2016 Peter Lang Publishing, Inc., New York 29 Broadway, 18th floor, New York, NY 10006 www.peterlang.com

All rights reserved. Reprint or reproduction, even partially, in all forms such as microfilm, xerography, microfiche, microcard, and offset strictly prohibited.

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.