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de-testing and de-grading schools
Authentic Alternatives to Accountability and Standardization
Series:
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.
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Series index
Extract
Studies in the Postmodern Theory of Education
General Editor Shirley R. Steinberg
Counterpoints publishes the most compelling and imaginative books being written in education today. Grounded on the theoretical advances in criticalism, feminism, and postmodernism in the last two decades of the twentieth century, Counterpoints engages the meaning of these innovations in various forms of educational expression. Committed to the proposition that theoretical literature should be accessible to a variety of audiences, the series insists that its authors avoid esoteric and jargonistic languages that transform educational scholarship into an elite discourse for the initiated. Scholarly work matters only to the degree it affects consciousness and practice at multiple sites. Counterpoints’ editorial policy is based on these principles and the ability of scholars to break new ground, to open new conversations, to go where educators have never gone before.
For additional information about this series or for the submission of manuscripts, please contact:
Shirley R. Steinberg c/o Peter Lang Publishing, Inc. 29 Broadway, 18th floor New York, New York 10006
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