Thursday, November 3, 2011

De-Testing and De-Grading Schools (Peter Lang USA)

De-Testing and De-Grading Schools: Authentic Alternatives to Accountability and Standardization
Joe Bower and P. L. Thomas, editors

Peter Lang USA

Counterpoints Series


Alfie Kohn
Introduction: “The Roots of Grades-and-Tests”

Part I: Degrading Learning, Detesting Education: The Failure of High-Stake Accountability in Education

Lisa Guisbond, Monty Neill, and Bob Schaeffer
Chapter One
“NCLB’s Lost Decade for Educational Progress: What Can We Learn from this Policy Failure?”

Fernando F. PadrĂ³

Chapter Two
“High-stakes Testing Assessment: The Deus Ex Machina of Quality in Education”

Anthony Cody
Chapter Three
“Technocratic Groupthink Inflates the Testing Bubble”

Lawrence Baines and Rhonda Goolsby
Chapter Four
“Mean Scores in a Mean World”

Julie Gorlewski and David Gorlewski
Chapter Five
“Degrading Literacy: How New York State Tests Knowledge, Culture, and Critical Thinking”

Morna McDermott
Chapter Six
“The aesthetics of social engineering: How high stakes testing dehumanizes/desensitizes education”

Richard Mora
Chapter Seven

Brian Beabout and Andre Perry
Chapter Eight
“Reconciling Student Outcomes and Community Self-Reliance in Modern School Reform Contexts”

David Bolton and John Elmore
Chapter Nine
“The Role of Assessment in Empowering/ Disempowering Students in the Critical Pedagogy Classroom”

Part II: De-Grading and De-Testing in a Time of High-Stakes Education Reform

Alfie Kohn
Chapter Ten
“The Case Against Grade”

Joe Bower
Chapter Eleven
“Reduced to Numbers: From Concealing to Revealing Learning”

John Hoben
Chapter Twelve
“Assessment Technologies as Wounding Machines: Abjection, the Imagination and Grading”

Peter DeWitt
Chapter Thirteen
“No Testing Week: Focusing on Creativity in the Classroom”

Hadley Ferguson
Chapter Fourteen
“Creating an Ungraded Classroom”

James Webber and Maja Wilson
Chapter Fifteen
“Parents Just Want to Know the Grade”: Or Do They?

P. L. Thomas
Chapter Sixteen
“De-grading Writing Instruction in a Time of High-stakes Testing: The Power of Feedback in Workshop”

Brian Rhode
Chapter Seventeen
“Demoralizing, Disengaging, Non-Actualizing Education”

Lisa William-White
“Striving Towards Authentic Teaching for Social Justice”

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