Review of de-testing + de-grading schools: Authentic Alternatives to Accountability and Standardization

Authors

  • J. Spencer Clark Utah State University

DOI:

https://doi.org/10.14507/er.v20.2294

Author Biography

J. Spencer Clark, Utah State University

J. Spencer Clark, PhD, is Assistant Professor of Social Studies Education at Utah State University. He teaches courses in curriculum theory, educational foundations, and social studies education. His research and publications explore the concept of agency in a variety of educational contexts. He taught secondary social studies and English courses for six years, prior to working in higher education.

References

Campbell, C., & Evans, J. A. (2000). Investigation of preservice teachers' classroom assessment practices during student teaching. Journal of Educational Research, 93(6), 350-356.

Clark, J. S. (2011). Conceptualizing agency: Preservice social studies teachers' thinking about professional decisions. (Doctoral dissertation). Retrieved from ERIC. (ED536960).

Clark, J. S. (2013). “Your credibility could be shot”: Preservice teachers’ thinking about nonfiction graphic novels, curriculum decision making, and professional acceptance. The Social Studies, 104(1), 38-45.

Clark, J. S., Heron-Hruby, A., & Landon-Hays, M. (2014). The import of digital citizenship in effecting grassroots change: A sociohistorical perspective on what it takes to make a difference in education reform. In A. Heron-Hruby & M. Landon-Hays (Eds.), Digital Networking for School Reform: The Online Grassroots Efforts of Parent and Teacher Activists. New York: Palgrave.

Heafner, T. (2004). Assessment as magnification of internal, parallel, and external reflection. Action in Teacher Education, 25(4), 14-19.

Mertler, C.A. (2003, October). Preservice versus in-service teachers’ assessment literacy: Does classroom experience make a difference? Paper presented at the annual meeting of theMid-Western Educational Research Association, Columbus, OH.

Mertler, C. A., & Campbell, C. (2005, April). Measuring teachers’ knowledge & application of classroom assessment concepts: Development of the Assessment Literacy Inventory. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Quebec, Canada.

Siegel, M., & Wissehr, C. (2011). Preparing for the plunge: Preservice teachers’ assessment literacy. Journal of Science Teacher Education, 22(4), 371-391.

Stiggins, R. J. (2002, June). Assessment crisis: The absence of assessment for learning. Phi Delta Kappan, 83(10), 758-766.

Downloads

Published

2013-02-01

How to Cite

Clark, J. S. (2013). Review of de-testing + de-grading schools: Authentic Alternatives to Accountability and Standardization. Education Review, 20. https://doi.org/10.14507/er.v20.2294

Issue

Vol. 20 (2013)

Section

Book reviews

License

Education Review/Reseñas Educativas/Resenhas Educativas is supported by the Scholarly Communications Group of the Mary Lou Fulton Teachers College, Arizona State University. Copyright is retained by the first or sole author, who grants right of first publication to the Education Review. Readers are free to copy, display, distribute, and adapt this article, as long as the work is attributed to the author(s) and Education Review, the changes are identified, and the same license applies to the derivative work. More details of this Creative Commons license are available at https://creativecommons.org/licenses/by-sa/4.0/

All Education Review/Reseñas Educativas/Resenhas Educativas content from 1998-2020 and was published under an earlier Creative Commons license: http://creativecommons.org/licenses/by-nc-sa/3.0  

Education Review is a signatory to the Budapest Open Access Initiative.