Humanistic Education through an Analysis of Evaluation Practices

Abstract

Participation in such evaluation practices as grading and standardized, or more informal, testing, is a routine experience for students and educators in the public schools. In a series of personal reflections on education, John Gardner contends that the necessity for many evaluation practices originated in the great number of students and educators involved in the American task of educating all citizens (Note 1). The fact that many of these evaluation practices are frequently subjected to criticism and are viewed by many as dehumanizing, necessary evils can be readily concluded from personal experience with most educational programs or by reviewing the writings of a multitude of educational critics (Note 2). Although the mission of the humanistic education movement could be described as advocating the development and use of more humanistic alternatives for many educational practices, very little attention has been devoted to evaluation practices other than grading systems (Note 3). Review of the few materials that are available reveal various arguments, for and against, many grading practices or reporting procedures. There remains a need for sufficient attention to be focused on the dehumanizing aspects of other evaluation practices and suggestions for the development of alternative practices more compatible with the evolving principles of humanistic education.