Adam Tyner:

In the years since the Covid-19 outbreak, the grades and test scores that anchor our education system have been relentlessly disrupted. As the pandemic swept the globe, American schools canceled annual standardized testing, college admissions went “test-optional,” and students were offered “hold harmless” policies that prevented their grades from dropping, regardless of whether they completed assignments or even attended virtual classes. Most end-of-year testing returned to K–12 schools in 2021, but much of the “assessment holiday” has endured. Most colleges continue not to require SAT or ACT scores, states are eliminating high school graduation tests, and grading standards have slipped to their lowest levels onrecord. States and districts are fueling grade inflation through policies that, in the name of equity, prohibit penalties for late work, recalibrate grading scales in ways that make passing easier, require teachers to assign credit for assignments that aren’t turned in, and even eliminate grading penalties for cheating.

Into this accountability recession arrives a new book arguing that the idea of holding students accountable through measures such as grades and test scores is inherently misguided. Penned by Jack Schneider and Ethan Hutt, two education-school-based researchers, Off the Mark is an ambitious volume combining history, policy analysis, and prescriptive recommendations. The authors evaluate the key “assessment technologies” of modern education systems—course grades and external tests—arguing that their presence undermines the aims of education. Although many of the book’s recommendations are sensible, its grandest claims are unsupported by research or contradicted by it.