ABSTRACT
Chapter six of Unequal By Design begins with a review of the book and revisits the issue of the “bell curve” of performance that defines all of our high-stakes, standardized tests. It then goes on to discuss various forms of resistance to high-stakes tests, including early examples from scholars of color and more recent examples from the movement to opt out of testing. Finally, this chapter concludes the book through a discussion of different forms of assessment and thinking about how we can reconceive of, and reclaim, assessment in the name of educational justice.
