De-Testing and De-Grading Schools

This edited volume critiques the detrimental effects of testing and grading in education. De-Testing and De-Grading Schools offers practical alternatives for authentic learning.

In De-Testing and De-Grading Schools, a collection of essays examines the pervasive issues surrounding testing and grading in education. This edited volume highlights the paradox of a century-long commitment to these practices, despite extensive research that points to their detrimental effects on learning and equity. The contributors delve into the historical context and the philosophical arguments that challenge the efficacy of high-stakes testing, revealing how these systems undermine democratic principles and human agency in educational settings.

The book is structured into two main sections. The first part, Degrading Learning, Detesting Education: The Failure of High-Stake Accountability in Education, presents a critical analysis of the theoretical and historical failures associated with testing and grading. Essays in this section explore the negative implications of these practices on social justice and how they perpetuate stereotypes regarding race, class, and gender. The authors provide a nuanced understanding of how testing and grading can create a deficit perspective on students and their potential.

The second part, De-Grading and De-Testing in a Time of High-Stakes Education Reform, shifts focus to practical solutions. It offers detailed examinations of innovative approaches to teaching and learning that free educators and students from the constraints of traditional assessment methods. By emphasizing authentic learning experiences, De-Testing and De-Grading Schools advocates for a transformative approach to education that prioritizes student agency and equitable practices.