How Not to Assess the Situation: Grading and testing have gone astray, but eliminating student performance measures is the wrong prescription.

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Bibliographic Details
Title:	How Not to Assess the Situation: Grading and testing have gone astray, but eliminating student performance measures is the wrong prescription.
Authors:	Tyner, Adam¹
Source:	Education Next. Spring2024, Vol. 24 Issue 2, p70-71. 2p.
Subject Terms:	College admission officers, Classroom dynamics, *Extrinsic motivation, Reward (Psychology), Recommended books
Abstract:	The article reviews the book "Off the Mark: How Grades, Ratings, and Rankings Undermine Learning (but Don’t Have To)" by Jack Schneider and Ethan L. Hutt, which critiques the current grading and assessment practices in education. The authors argue that traditional measures like grades and standardized tests undermine educational goals and propose reforms such as allowing students to overwrite grades and using performance-based assessments. However, the review highlights that many of their claims lack empirical support and that their perspective on motivation oversimplifies the complexities of student engagement. The review suggests that while some recommendations may be beneficial, the authors fail to adequately address the role of accountability in fostering student motivation and learning. [Extracted from the article]
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Database:	Education Research Complete

Description
Abstract:	The article reviews the book "Off the Mark: How Grades, Ratings, and Rankings Undermine Learning (but Don’t Have To)" by Jack Schneider and Ethan L. Hutt, which critiques the current grading and assessment practices in education. The authors argue that traditional measures like grades and standardized tests undermine educational goals and propose reforms such as allowing students to overwrite grades and using performance-based assessments. However, the review highlights that many of their claims lack empirical support and that their perspective on motivation oversimplifies the complexities of student engagement. The review suggests that while some recommendations may be beneficial, the authors fail to adequately address the role of accountability in fostering student motivation and learning. [Extracted from the article]
ISSN:	15399664