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

Author(s)	Title
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 (FairTest.org)	Chapter One “NCLB’s Lost Decade for Educational Progress: What Can We Learn from this Policy Failure?”
Fernando F. Padró	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 “Standardized Testing and Boredom at an Urban Middle School”
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	Conclusion: “Striving Towards Authentic Teaching for Social Justice”