Grading Justice
Teacher-Activist Approaches to Assessment
Lexington Books (Publisher)
1st Edition
Published on 11. January 2021
555 pages
978-1-7936-0956-4 (ISBN)
Description
In Grading Justice: Teacher-Activist Approaches to Assessment, new and seasoned teachers are invited to engage with socially-just approaches of assessment, including practices aimed at resisting and undoing grading and assessment altogether, to create more democratic grading practices and policies, foregrounding the transformative potential of communication within their courses. The contributions in this collection encourage 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 unjust modes of teaching and learning. Educators wishing to explore critical modes of grading and assessment, grounded in social justice, will find this book a timely and relevant pedagogical guide for their teaching and scholarship.
More details
Series
Edition
1. Auflage
Language
English
Place of publication
New York
United States
Publishing group
Bloomsbury Publishing Plc
Target group
Professional and scholarly
Illustrations
2 b/w illustrations;8 tables;
ISBN-13
978-1-7936-0956-4 (9781793609564)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Book
01/2021
Lexington Books
€144.30
Shipment within 3-4 weeks
Persons
Kristen C. Blinne is associate professor of communication studies at the State University of New York College at Oneonta.
Content
Table of Contents
Acknowledgments
Introduction: Grieving (Un)Grading (In)Justices
Kristen C. Blinne
1- Rhetoric of Grades: Evaluating Student Work and Its Consequences
David Deifell
2- Mobilizing a Critical Universal Design for Learning Framework for Justice Minded Course Design and Assessment
Mark Congdon Jr. and Allison D. Brenneise
3- Honoring Viviencias: A Borderlands Approach to Higher Education Pedagogy Justice
Leandra H. Hernandez and Sarah De Los Santos Upton
4- Walking the Tightrope: Navigating the Tensions of Teaching and Grading Communication Content Inside and Outside the Discipline
Juliane Mora
5- Student-Activist Mentor Letters as a Form of Social Movement-Building in Communication Activism Pedagogy
David L. Palmer
6- Love Letters Gone Wrong: Complicating the Romantic Ideal of Democratic Processes in the College Classroom
Londie T. Martin and Kristen A. McIntyre
7- Are We Just Grading or Grading Justly?: Adventures with Non-Traditional
Assessment
Acknowledgments
Introduction: Grieving (Un)Grading (In)Justices
Kristen C. Blinne
1- Rhetoric of Grades: Evaluating Student Work and Its Consequences
David Deifell
2- Mobilizing a Critical Universal Design for Learning Framework for Justice Minded Course Design and Assessment
Mark Congdon Jr. and Allison D. Brenneise
3- Honoring Viviencias: A Borderlands Approach to Higher Education Pedagogy Justice
Leandra H. Hernandez and Sarah De Los Santos Upton
4- Walking the Tightrope: Navigating the Tensions of Teaching and Grading Communication Content Inside and Outside the Discipline
Juliane Mora
5- Student-Activist Mentor Letters as a Form of Social Movement-Building in Communication Activism Pedagogy
David L. Palmer
6- Love Letters Gone Wrong: Complicating the Romantic Ideal of Democratic Processes in the College Classroom
Londie T. Martin and Kristen A. McIntyre
7- Are We Just Grading or Grading Justly?: Adventures with Non-Traditional
Assessment
