Rearticulating writing assessment

Note that what is important is whether program goals are being met, not how they are being met. Member Institution Access "An agenda for assessment that recognizes it as an important element for social action allows us to guard against over-privileging the values, gestures and customs of certain groups, and provides assessment with the potential to become an agent for progressive social change that highlights the improvement of educational environments and opportunities for all students.

Assessment can be social action, something that the field claims again, led by WPAs and teachers. Accordingly, changing any aspect of assessment will ultimately change what we will value.

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From there, Huot moves into "Assessing, Grading, Testing, and Teaching Writing," in which he reveals the assumptions behind his approach to writing assessment. There, "[w]hile the composition program goals stipulate the number of formal papers for each class and differentiate between a writing process orientation for and a research focus forthey do not dictate a specific curriculum or text" Reciprocally, Huot reminds us, one can use assessment to bring the attention of the curriculum to what we want it to value.

In other words, every part contains the whole, and the whole is a never-beginning, never-ending transformation of the part. From this data "course goals, faculty development opportunities, grading procedures, and other program guidelines and policies" may be assessed and revised as needed.

The same fifteen sets of high school and college writings that went through the second tier are examined by experts from around the country, providing valuable public insight into how the program is doing.

He concludes that "We need to begin thinking of writing evaluation not so much as the ability to judge accurately a piece of writing or a particular writer, but as the ability to describe the promise and limitations of a writer working within a particular rhetorical and linguistic context" [italics added] But he begins with a narrative on the hand-wringing he went through to come up with a book title.

Utah State UP, His focus has been to integrate theories and principles from educational measurement with an understanding of the ways in which writing is theorized and researched.

Huot is professor of English and coordinator of the writing program at Kent State University. Yet, our current notions of assessment do not live up to their pedagogical potential.

His work has appeared in several edited collections, and in journals including College English, Review of Educational Research, and College Composition and Communication. As Huot points out, "The kind of assessment that exists outside of a context in which a student might improve her work can be labeled summative, whereas those judgments that allow the student to improve are called formative" Further, Huot concludes that our concept of validity must evolve from a simple correlation—does the test measure what it purports to measure?

The second assumption is that being able to assess writing is an important part of being able to write well" Writing assessment is a recursive practice. Which Huot provides admirably. As Huot notes, "What writing assessment culture does exist often revolves around a sense of crisis, in which assessment is cobbled together at the last minute in response to an outside call that somehow puts a program at risk" After this last assessment, a report is compiled that is distributed to the participants of all three tiers.

In charting out impact, he notes that assessment often has large impact on student disposition and self-concept of themselves as writers: He then goes on to recite a wonderful argument for the use of portfolios, in which students self-assess their work as they select and revise those pieces that go into their portfolios, thus learning to develop "the critical consciousness necessary for a developed, evaluative sense about writing" This changes the role and activity of the assessors Chapter 7 — the practice of writing assessment needs to be reflective, conscious, theoretical, and instructive.

Utah State University Press, And over and over. In the case of writing, the test must meet the unified version of validity under the construct validity framework: But hold on, Huot must first make some interesting connections, such as validation as research, and an aside in which he puts assessment into rhetorical terms—seeing validation as argument, which necessitates that we always consider our writing assessment audience, a form of rival hypothesis testing The book had its genesis in as an article in College Composition and Communication, titled "Toward a New Theory of Assessing Writing," which Huot revised and included here as the fourth of seven chapters, the centerpiece if you will.

Assessment must be site-based, locally controlled, context-sensitive, rhetorically-based, and accessible to students, public, teachers, adminstrators.

Huot, (Re)Articulating Writing Assessment for Teaching and Learning

Because we are looking at a limited amount of student writing, we can choose to look at it in some depth. Reading like a Teacher. Re Articulating Writing Assessment. The picture is now complete.Rearticulating Writing Assessment for Teaching and Learning.

In this Book.

Rearticulating Writing Assessment for Teaching and Learning

Additional Information. Rearticulating Writing Assessment for Teaching and Learning; Brian Huot ; Book He wants to reorient composition studies' view of writing assessment.

To accomplish this, he not only has to inspire the field to perceive assessment--generally. Writing, because I now realized that the assessment of writing had never been central to its teaching and that claiming was a problematic term for many reasons.

Rearticulating Writing Assessment for Teaching and Learning and millions of other books are available for Amazon Kindle. Learn more Enter your mobile number or email address below and we'll send you a link to download the free Kindle App/5(2).

Writing assessment researchers have been busy doing other things, mainly trying to establish procedures that could measure student ability in writing.

Although research into the assessment of writing goes back to the early part of this century. 1 (RE)ARTICULATING WRITING ASSESSMENT Naming this book has been quite an adventure.

When the idea for its title and shape first came to mind, I originally thought to. In (Re)Articulating Writing Assessment, Huot advocates a new understanding, a more optimistic and productive one than we have seen in composition for a very long time. Assessment, as Huot points out, defines what is valued by a teacher or a society/5(1).

Rearticulating writing assessment
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