Grading Justice

Teacher-Activist Approaches to Assessment

Author: Kristen C. Blinne, Allison D. Brenneise, Mark Congdon, Jr., Summer Cunningham, David Deifell, Leandra Hernandez, David H. Kahl, Jr., Londie T. Martin and Kristen McIntyre Series: Critical Communication Pedagogy

In Grading Justice, new and seasoned teachers are invited to explore socially-just approaches of assessment, including practices aimed at resisting and undoing grading and assessment altogether, to create more democratic grading policies and practices, foregrounding the transformative potential of communication within college courses.

Product Unavailable

PRODUCT INFORMATION

Summary

Description

In Grading Justice: Teacher-Activist Approaches to Assessment, new and seasoned teachers explore socially-just approaches of assessment, including practices aimed at resisting and undoing grading and assessment altogether, to create more democratic grading policies and practices, foregrounding the transformative potential of communication within college courses. The contributions in this collection invite readers to consider not only how educators might assess social justice work in and beyond the classroom, but also to imagine what a social justice approach to grading and assessment would mean for intervening into potentially unjust modes of teaching and learning by creating more just practices and policies. Scholars of pedagogy, Social Activism, and communications will find this book particularly interesting.

Critic Reviews

“A conceptually rich and pedagogically innovative collection of essays that will inspire and guide all communication educators, but especially critical communication teacher-activists who promote social justice, to think carefully about and employ grading/assessment practices that are socially just.”

I have been teaching at the college level for almost 30 years now and have always wished for the broad scope of ideas, experiences, and praxis of grading that this collection brings together. This book reads like a compass toward grading justice while expertly avoiding the more typical how-to approach often found in assessment scholarship. I have come out full of new ideas and grading possibilities, further questions and imaginations about grading justly, and a renewed reassurance that the pervasive and complex issue of assessment is finally being confronted and interrogated ever gently and with the missing compassion by a critical studies lens. I look forward to using it in my classes and scholarship in years to come.

--Marcelo Diversi, Washington State University, Vancouver