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" Sociocultural perspectives on the origin of traditions, with attendant acknowledgement of the limits of practices redolent of colonialism and capitalism; Access to educational structures that are associated with literacy; Opportunity to learn as an often forgotten aim of assessment and a controlling factor in allocation of instructional resources; Maximum construct representation that is clearly articulated in advance of the assessment and neither implicit not derived through post-hoc methods; Disaggregation of data so score interpretation and use can be clearly understood for all groups and each individual within those groups; Justice as a principle of fairness so opportunities do not merely exist but, rather, so each individual has a fair chance to secure such opportunities While our authors define unique implications and applications of this definition, each holds firm belief in the following facets of the theory: 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] An inventory and preliminary analysis.
While we will surely differ in our concepts of moral philosophy, ethics, and fairness, our aim is at one with hers in the pursuit of justice for our students. Provide a unifying function, one that draws together concerns for validity, reliability, and fairness, and an advancing function, one that ties these concerns to ethical decision-making.
And over and over. 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.
In fact, their work is richly contextualized within the history and field of writing assessment. Reading like a Teacher. Yet, our current notions of assessment do not live up to their pedagogical potential. Construct validation after thirty years. Recognizing this fact, the educational community has worked hard over the years to establish conceptual and technical guidelines for managing the influence of assessment programs.
As illustrated by this example, a theory of ethics compels attention beyond the question of technical competence towards broader questions of social consequences. They explore the implications of shifting demographic trends in North America; changing educational and political landscapes and the implications upon our research agendas; and ways in which the humanities-based approaches can facilitate our collective inquiry.
Put another way, validity focuses on impact of the decisions and actions that are taken based on the assessment. We can trust them because they a have been shown to accurately predict future performance; b reflect similar scores achieved on similar parallel measures; and c accurately reflect the construct the instrument was designed to measure.
The picture is now complete. The concerns are explicitly evidenced in the issue of Language Testing in which Xi situated fairness within the framework of validity: It must account for the perspectives and experiences of key stakeholders within the measurement process.11 (Re)Casting the Spell of Assessment Huot, Brian (Re)Articulating Writing Assessment for Teaching and mi-centre.com: Utah State UP.
1 pages. $ (paper). Shane Borrowman I regularly teach courses in composition pedagogy for students in sec.
Resource Topics Standards and Assessment - General Articles on Standards and Assessment demonstrates that appropriate strategies and respect for home language allows for both authentic writing and successful test preparation.
(Re)Articulating Writing Assessment for Teaching and Learning by Brian Huot. Direct writing assessments, like the timed essay test, require at least one sample of student writing and are viewed by many writing assessment scholars as more valid than indirect tests because they are assessing actual samples of writing.
Ethical Considerations and Writing Assessment. In the s and s this shift from selected response test formats for writing toward performance-based assessments of writing saw the development and introduction of portfolio-based writing assessments.
(Re)Articulating writing assessment for teaching and learning. Logan, UT: Utah State. Aug 16, · Huot, Brian. (Re)Articulating Writing Assessment for Teaching and Learning ( pages) Chapter 1: (Re)Articulating Writing Assessment Huot’s rearticulation of writing assessment is in reference to his desire to place teaching and learning at the forefront of how we think and theorize the purposes of writing assessment.
In this. Brian Huot's book, (Re)Articulating Writing Assessment for Teaching and Learning, shares many of these same mi-centre.com conclusion is superb, but watching it develop is mind-numbingly redundant.
The book had its genesis in as an article in College Composition and Communication, titled "Toward a New Theory of Assessing Writing," .Download