Coming to terms: theorizing writing assessment in composition studies
Coming to Terms is a provocative, ambitious, and principled book-length essay. It will be of serious interest to assessment specialists and their students, to composition theorists, and to those now mounting assessments in their own programs.
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Choosing our Terms
LargeScale Writing Assessment Practices and
Contemporary Literacy Scholarship and the Value of Context
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argues argument assessment of writing assessment procedures authors Broad categorization theory challenges chapter claim College Board communicative ethics complex composition studies compositionists Constructivist evaluation context contextual literacy contextual paradigm criteria decisions define develop direct assessment disciplinary discussion educational measurement theory emphasis English English studies essay exam examinations example expert reader model expertise focus focuses grade Guba and Lincoln hermeneutics holistic scoring Huot Huot's ideals inter-rater reliability knowledge Language Arts large-scale assessment large-scale writing assessment limited literacy instruction literate ability meaningful ment NCTE and IRA norms objective testing objectivism objectivist epistemology objectivist paradigm paradigmatic participants particular pedagogical Peter Elbow placement portfolio assessment positivism positivist primary psychometric purpose reading and writing relies rhetorical Roemer social constructionism social constructionist social constructionist theory specific stakeholders standards substance technocratic paradigm theoretical principles tion Trachsel understanding validity and reliability writing ability writing assessment practices writing program