001476839 000__ 05782nam\a22009855i\4500 001476839 001__ 1476839 001476839 003__ DE-B1597 001476839 005__ 20231017003313.0 001476839 006__ m\\\\\o\\d\\\\\\\\ 001476839 007__ cr\un\nnnunnun 001476839 008__ 230918t20232023mau\\\\\o\\d\z\\\\\\eng\d 001476839 020__ $$a9780674294776 001476839 0247_ $$a10.4159/9780674294776$$2doi 001476839 035__ $$a(DE-B1597)662843 001476839 040__ $$aDE-B1597$$beng$$cDE-B1597$$erda 001476839 0410_ $$aeng 001476839 044__ $$amau$$cUS-MA 001476839 050_4 $$aLB3051$$b.S3244 2023 001476839 072_7 $$aEDU011000$$2bisacsh 001476839 08204 $$a371.27/2$$223/eng/20230113 001476839 1001_ $$aSchneider, Jack, $$eauthor.$$4aut$$4http://id.loc.gov/vocabulary/relators/aut. 001476839 24510 $$aOff the Mark :$$bHow Grades, Ratings, and Rankings Undermine Learning (but Don't Have To) / /$$cEthan L. Hutt, Jack Schneider. 001476839 264_1 $$aCambridge, MA : : $$bHarvard University Press, $$c[2023] 001476839 264_4 $$c©2023 001476839 300__ $$a1 online resource (240 p.) 001476839 336__ $$atext$$btxt$$2rdacontent 001476839 337__ $$acomputer$$bc$$2rdamedia 001476839 338__ $$aonline resource$$bcr$$2rdacarrier 001476839 347__ $$atext file$$bPDF$$2rda 001476839 50500 $$tFrontmatter -- $$tContents -- $$tIntroduction -- $$tPart I: Grading, Rating, Ranking. Undermining Learning -- $$t1. How Grades Fail -- $$t2. This Is a Test -- $$t3. Your Permanent Record -- $$tPart II. A World of Scores: How We Got Here and Why We're Stuck -- $$t4. Tools of Necessity -- $$t5. The Culture of Assessment -- $$tPart III: Sustaining Learning. False Starts and Future Prospects -- $$t6. It's a Small World after All -- $$t7. Homegrown Experiments -- $$t8. Sustaining Learning -- $$tConclusion -- $$tNotes -- $$tAcknowledgments -- $$tIndex 001476839 506__ $$aAccess limited to authorized users. 001476839 520__ $$aAmid widespread concern that our approach to testing and grading undermines education, two experts explain how schools can use assessment to support, rather than compromise, learning.Anyone who has ever crammed for a test, capitulated to a grade-grubbing student, or fretted over a child's report card knows that the way we assess student learning in American schools is freighted with unintended consequences. But that's not all. As experts agree, our primary assessment technologies-grading, rating, and ranking-don't actually provide an accurate picture of how students are doing in school. Worse, they distort student and educator behavior in ways that undermine learning and exacerbate inequality. Yet despite widespread dissatisfaction, grades, test scores, and transcripts remain the currency of the realm.In Off the Mark, Jack Schneider and Ethan Hutt explain how we got into this predicament, why we remain beholden to our outmoded forms of assessment, and what we can do to change course. As they make clear, most current attempts at reform won't solve the complex problems we face. Instead, Schneider and Hutt offer a range of practical reforms, like embracing multiple measures of performance and making the so-called permanent record "overwritable." As they explain, we can remake our approach in ways that better advance the three different purposes that assessment currently serves: motivating students to learn, communicating meaningful information about what young people know and can do, and synchronizing an otherwise fragmented educational system. Written in an accessible style for a broad audience, Off the Mark is a guide for everyone who wants to ensure that assessment serves the fundamental goal of education-helping students learn. 001476839 538__ $$aMode of access: Internet via World Wide Web. 001476839 546__ $$aIn English. 001476839 5880_ $$aDescription based on online resource; title from PDF title page (publisher's Web site, viewed 18. Sep 2023) 001476839 650_0 $$aEducation and state$$zUnited States. 001476839 650_0 $$aEducation$$xAims and objectives. 001476839 650_0 $$aEducational accountability. 001476839 650_0 $$aGrading and marking (Students)$$zUnited States. 001476839 650_0 $$aGrading and marking (Students). 001476839 650_0 $$aLearning. 001476839 650_4 $$aEDUCATION / Evaluation & Assessment$$2sh. 001476839 653__ $$aACT. 001476839 653__ $$aAP. 001476839 653__ $$aAdvanced Placement. 001476839 653__ $$aGPA. 001476839 653__ $$aSAT. 001476839 653__ $$aadmissions. 001476839 653__ $$acollege. 001476839 653__ $$acredentialism. 001476839 653__ $$aexamination. 001476839 653__ $$agaming. 001476839 653__ $$asolutions. 001476839 653__ $$astandardized tests. 001476839 653__ $$astress. 001476839 653__ $$ateaching to the test. 001476839 655_0 $$aElectronic books 001476839 7001_ $$aHutt, Ethan L., $$eauthor.$$4aut$$4http://id.loc.gov/vocabulary/relators/aut. 001476839 77308 $$iTitle is part of eBook package:$$dDe Gruyter$$tHarvard University Press Complete eBook-Package 2023$$z9783110749700 001476839 852__ $$bebk 001476839 85640 $$3De Gruyter$$uhttps://univsouthin.idm.oclc.org/login?url=https://www.degruyter.com/isbn/9780674294776$$zOnline Access $$91476733.1 001476839 909CO $$ooai:library.usi.edu:1476839$$pGLOBAL_SET 001476839 912__ $$a978-3-11-074970-0 Harvard University Press Complete eBook-Package 2023$$b2023 001476839 912__ $$aEBA_CL_SN 001476839 912__ $$aEBA_EBKALL 001476839 912__ $$aEBA_ECL_SN 001476839 912__ $$aEBA_EEBKALL 001476839 912__ $$aEBA_ESSHALL 001476839 912__ $$aEBA_PPALL 001476839 912__ $$aEBA_SSHALL 001476839 912__ $$aGBV-deGruyter-alles 001476839 912__ $$aPDA11SSHE 001476839 912__ $$aPDA13ENGE 001476839 912__ $$aPDA17SSHEE 001476839 912__ $$aPDA5EBK 001476839 980__ $$aBIB 001476839 980__ $$aEBOOK 001476839 982__ $$aEbook 001476839 983__ $$aOnline