Our volume has been named by Choice as an Outstanding Academic Title for 2014.
Classroom teachers, researchers, and de-testing/de-grading advocates are encouraged to contact me about a revised volume for Peter Lang USA: De-Testing and De-Grading Schools: Authentic Alternatives to Accountability and Standardization.
Synopsis of original volume from 2013:
A century of education and education reform along with the last three decades of high-stakes testing and accountability reveals a disturbing paradox: Education has a steadfast commitment to testing and grading despite decades of research, theory, and philosophy that reveal the corrosive consequences of both testing and grading within an education system designed to support human agency and democratic principles.
This edited volume brings together a collection of essays that confronts the failure of testing and grading and then offers practical and detailed examinations of implementing at the macro and micro levels of education teaching and learning free of the weight 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 testing and grading on social justice, race, class, and gender; and the role of testing and grading in perpetuating a deficit perspective of children, learning, race, and class.
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.
Original Table of Contents:
Contents: Alfie Kohn: Introduction: The Roots of Grades-and-Tests – Lisa Guisbond/Monty Neill/Bob Schaeffer: NCLB’s Lost Decade for Educational Progress: What Can We Learn from This Policy Failure? – Fernando F. Padró: High-Stakes Testing Assessment: The Deus ex Machina of Quality in Education – Anthony Cody: Technocratic Groupthink Inflates the Testing Bubble – Lawrence Baines/Rhonda Goolsby: Mean Scores in a Mean World – Julie A. Gorlewski/David A. Gorlewski: De-grading Literacy: How New York State Tests Knowledge, Culture, and Critical Thinking – Morna McDermott: The Corporate Model of Schooling: How High Stakes Testing Dehumanizes Education – Richard Mora: Standardized Testing and Boredom at an Urban Middle School – Brian R. Beabout and Andre M. Perry: Reconciling Student Outcomes and Community Self-Reliance in Modern School Reform Contexts – David L. Bolton/John M. Elmore: The Role of Assessment in Empowering/Disempowering Students in the Critical Pedagogy Classroom – Alfie Kohn: The Case Against Grades – Joe Bower: Reduced to Numbers: From Concealing to Revealing Learning – John Hoben: Outside the Wounding Machine: Grading and the Motive for Metaphor – Peter DeWitt: No Testing Week: Focusing on Creativity in the Classroom – Hadley J. Ferguson: Journey into Ungrading – Jim Webber/Maja Wilson: Moving Beyond «Parents Just Want to Know the Grade!» – P. L. Thomas: De-grading Writing Instruction in a Time of High-Stakes Testing: The Power of Feedback in Workshop – Brian Rhode: One Week, Many Thoughts – Lisa William-White: Conclusion: Striving toward Authentic Teaching for Social Justice.
Most of the original chapters will be updated and revised, but a few are unable to work on the revised volume project. Thus, we should have room for 2-4 new chapters.
Please send proposals ASAP, and we are requiring full drafts by July 31, 2015, to submit the revised volume by September 15, 2015.
Chapters must be in APA citation/style format and about 6000 words maximum; both practical and research/theoretical cases highlighting de-testing and de-grading classrooms are needed.
Email me with proposals or questions: email@example.com
Edited by Awad Ibrahim and Shirley R. Steinberg
Preface by Paul Willis
Confronting Traditional Norms to Create New Democratic Realities
Series: Critical Studies in Democracy and Political Literarcy – Volume 2
Year of Publication: 2013
New York, Bern, Berlin, Bruxelles, Frankfurt am Main, Oxford, Wien, 2013. XVIII, 302 pp., num. ill.
ISBN 978-1-4331-1650-6 pb. (Softcover)
ISBN 978-1-4331-1686-5 hb. (Hardcover)
De-Testing and De-Grading Schools: Authentic Alternatives to Accountability and Standardization
Joe Bower and P. L. Thomas, editors
Introduction by Alfie Kohn
Peter Lang USA
|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”|