Contexts[ edit ] Writing assessment began as a classroom practice during the first two decades of the 20th century, though high-stakes and standardized tests also emerged during this time. However, as more and more students were placed into courses based on their standardized testing scores, writing teachers began to notice a conflict between what students were being tested on— grammarusageand vocabulary —and what the teachers were actually teaching— writing process and revision. In addition to the classroom and programmatic levels, writing assessment is also hugely influential on writing centers for writing center assessmentand similar academic support centers.
Leave a Reply below. Beginning with a thorough examination of the history of writing assessment in Part One: Foundations, the authors move on to present models of writing assessment in Part Two: Modelsand current issues in in the field in Part Three: I think it is crucial to understand how standardization and efficiency in big-stakes testing became the benchmark for early writing assessment models.
It has its roots in the most patriotic of endeavors, when, in the interest of expeditiously supplying competent candidates to serve as military officers during WWII, the creators of the original SAT determined to drop the essay portion Elliot 2.
After the war, American education essentially recognized the practicality of using the reliable and valid SAT sans an essay portion for large-scale populations to effectively place students into colleges and universities.
There was a national outcry by teachers of English to address essay writing measures for testing initiating a decades-long journey that is still in progress Elliot 3. Foundations begins with basic discussions of reliability and validity, what they mean, and how they work.
To a novice of test theory and practice meterms like interrater reliability, instrument reliability, validity, and others initially had no context. By the time I finished reading each article in the section, however, I had a working understanding of test concepts as well as some understanding of the progression of writing assessment efforts through the decades since the s.
I recommend reading her article to get up to speed if one does not really have the time or the motivation to read Part I in its entirety.
In the last article of Part 1: One such emergent practice that Huot alludes to in Part Two: Models is called directed self-placement. Several years back, I had applied to teach English as an adjunct at Grand Valley State University and was accepted at the time. I remember the department chair explaining to me that adjuncts must undergo special training in the summer to learn about portfolio group grading before they were able to teach.
As it turned out, I did not teach at GVSU that fall, having gotten positions with two other area institutions in West Michigan that were closer to my home.
Subheadings to this title read: In other words, directed self-placement is alive and well at GVSU. To satisfy the expectation of informing students ahead of time before they decide which course they will enroll in, GVSU writing faculty conduct a first-day student orientation session to explain the concept of directed self-placement.
Students are given the full support of faculty, advisors, the writing center, and other resources in their decision-making before choosing to enroll in WRT or WRT In the presentation, he emphasizes to students that they know themselves better than any faculty member and thus, will decide for themselves which course in this case the developmental English or English they will enroll in.
However, he cautions the rapt audience that the choice is not as simple as it seems and that one must consider all the relevant information before making their choices, as there are natural consequences for choosing unwisely.
At this point, Royer explains how a student who is well-prepared for English a 4-credit course would describe him- or herself and provides the following traits for a student to consider: I read newspapers and magazines regularly. In the past year, I have read books for my own enjoyment.
In high school, I wrote several essays per year. My high school GPA placed me in the top third of my class. I have used computers for drafting and revising essays. My ACT-English score was above I consider myself a good reader and writer Royer presents another set of characteristics for students whose responses to the above questions are not really self-describing: In high school, I did not do much writing."Rather than assessing individual modes in a multimodal work, I suggest an assessment strategy that focuses on the effectiveness with which modes such as image, text, and sound are brought together or, literally, composed.
Huot, Brian A. "The Literature of Direct Writing Assessment: Major Concerns a scoring guide or rubric provide assessment information for Using Rubrics and Holistic Scoring of Writing Have the students describe the criteria they think ought to be employed by a .
Writing assessment refers to an area of study that contains theories and practices that guide the evaluation of a writer's and Brian Huot explain in A Guide To College Writing Assessment that reliability and validity are the most important terms in A rubric is a tool used in writing assessment that can be used in several.
Instructor: Ting Chang Course: Critical Histories of Art, Center for Arts and Society, College of Fine Arts Assessment: Rubrics for Assessing Student Writing Reflection Writing Rubric Research Project Writing Rubric Purpose: Several challenges that emerged in a similar course that I taught for the College of Humanities and Social .
Defining Assessment as Research: Moving from Obligations to Opportunities Peggy O’Neill, Ellen Schendel, and Brian Huot Writing assessment is a large and complex part of the administration of a writing program; however, many writing program administrators. Defining Assessment as Research: Moving from Obligations to Opportunities Peggy O’Neill, Ellen Schendel, and Brian Huot Writing assessment is a large and complex part of the administration of a writing program; however, many writing program administrators.