Off the Mark

A probing history and analysis of our most pervasive but largely unchallenged assessment technologies: grades, tests, and transcripts…everyone would do well to read this book’s honest and layered picture of what we’re up against. – Jeremy T. Murphy * Teachers College Record *A detailed and thoughtful critique of contemporary ‘assessment technologies’—grades, tests, and transcripts—and some suggestions for reform. – Glenn C. Altschuler and David Wippman * Pittsburgh Post-Gazette *An excellent read for classroom teachers, who will find that it helps them better understand what is happening (and discover that others get it, too). – Peter Greene * Forbes *Leaves the reader with a sense of hope…for incremental reforms that might lead to a more humane system of schooling…on the one hand, epic in its ambitions and, on the other hand, accessible in its prose. The authors have synthesized mountains of research and historiography, writing a single volume that is diagnostic of current challenges, historical in its context, and linear in its reform agenda. – Wade H. Morris * History of Education Quarterly *A foundational text for lay readers and educators interested in gaining a better understanding of the assessment landscape in the United States. – Cristyne Hébert * Historical Studies in Education *The authors explain not only the history of grades and their strengths and weaknesses, but also how alternatives to traditional grades can increase a student’s motivation to learn the material in the course…a great jumping-off point for someone who is open to learning about the ramifications of traditional grading. – Emily J. Olson * Notices of the American Mathematical Society *If you want to understand how tests, grades, and records of student performance end up eroding classroom learning, Off the Mark is the book to get. A remarkably useful guide for teachers, administrators, parents, and wannabe reformers, it explains not only how tests, grades, and transcripts have chipped away at classroom learning in the past, but also what some schools have done now to curb their effects. – Larry Cuban, author of Confessions of a School ReformerVisitors from another planet would find themselves bewildered by the crazy-quilt set of assessments currently used in our educational system. The good news: No need to reinvent from scratch. Original and useful, Off the Mark provides food for thought and plans for action. – Howard Gardner, coauthor of The Real World of College: What Higher Education Is and What It Can BeIn Off the Mark, Schneider and Hutt offer timely and tangible considerations for re-examining the information we rely on to support and measure success for students and schools. Whether you’re a teacher grappling with the question of how to provide effective feedback on learning progress to students and families or a family or community member troubled by the lack of dimension and perspective in our broken school rankings, this book is key to navigating a better way toward equitable, robust, asset-based assessment that will inform and support student success. – Becky Pringle, President of the National Education AssociationOff the Mark is a timely account of the uses and misuses of standardized tests, grades, and transcripts. The authors offer several pragmatic ideas about how these deeply embedded measures can be revised to lessen their power. – Diane Ravitch, author of Slaying Goliath: The Passionate Resistance to Privatization and the Fight to Save America’s Public Schools

Jack Schneider is Dwight W. Allen Distinguished Professor of Education at the University of Massachusetts Amherst, where he leads the Beyond Test Scores Project. The author most recently of A Wolf at the Schoolhouse Door (with Jennifer Berkshire), he writes regularly for outlets like The Atlantic and The Nation and cohosts the education policy podcast Have You Heard.

Ethan L. Hutt is Associate Professor of Education at the University of North Carolina at Chapel Hill and coeditor of Absent from School: Understanding and Addressing Student Absenteeism. His writings on education have appeared in the New York Times and the Washington Post.

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