a program development handbook for the holistic assessment of writing

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A Program Development Handbook For The Holistic Assessment Of Writing

Author : Norbert Elliot
ISBN : 0819177040
Genre : Education
File Size : 67. 2 MB
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This book is a major breakthrough for developers of writing assessment programs who must certify the writing competency of undergraduate students. Legislators and accreditation boards across the nation have called for and implemented large scale projects to measure educational outcomes. This single source provides comprehensive information on the history, underlying concepts, and process of conducting a large scale writing assessment program at a specific institution of higher education. The handbook opens with an analysis of the rationale for the assessment of writing during the junior year of the undergraduate curriculum. The authors then turn to a case study of the success of their own institutional wide assessment program. A history is provided of 20th century writing assessment practices; as well, attention is given to defining levels of literacy. After describing an assessment process model, discussion turns to the design of questions, the administration of the assessment, the rating of papers, and the statistical analysis of data. Attention is also given to the design of a course for those who are unsuccessful on the assessment. The study closes with directions for further research and over 200 references in the bibliography.

Landmark Essays On Esl Writing

Author : Tony Silva
ISBN : 9781136692581
Genre : Language Arts & Disciplines
File Size : 63. 61 MB
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In recent years, the number of nonnative speakers of English in colleges and universities in North America has increased dramatically. As a result, more and more writing teachers have found themselves working with these English as a Second Language (ESL) students in writing classes that are designed primarily with monolingual, native-English-speaking students in mind. Since the majority of institutions require these students to enroll in writing courses at all levels, it is becoming increasingly important for all writing teachers to be aware of the presence and special linguistic and cultural needs of ESL writers. This increase in the ESL population has, over the last 40 years, been paralleled by a similar growth in research on ESL writing and writing instruction--research that writing teachers need to be familiar with in order to work effectively with ESL writers in writing classrooms of all levels and types. Until recently, however, this body of knowledge has not been very accessible to writing teachers and researchers who do not specialize in second language research and instruction. This volume is an attempt to remedy this problem by providing a sense of how ESL writing scholarship has evolved over the last four decades. It brings together 15 articles that address various issues in second language writing in general and ESL writing in particular. In selecting articles for inclusion, the editors tried to take a principled approach. The articles included in this volume have been chosen from a large database of publications in second language writing. The editors looked for works that mirrored the state of the art when they were published and made a conscious effort to represent a wide variety of perspectives, contributions, and issues in the field. To provide a sense of the evolution of the field, this collection is arranged in chronological order.

Assessment In Technical And Professional Communication

Author : Margaret Hundleby
ISBN : 9781351845861
Genre :
File Size : 55. 56 MB
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This collection of essays focuses on both how and why assessment serves as a key element in the teaching and practice of technical and professional communication. The collection is organized to form a dual approach: on the one hand, it offers a landscape view of the activities involved in assessment - examining how it works at institutional, program, and classroom levels; on the other, it surveys the implications of using assessment for formulating, maintaining, and extending the teaching and practice of technical communication. The book offers teachers, students, scholars, and practitioners alike evidence of the increasingly valuable role of assessment in the field, as it supports and enriches our thinking and practice. No other volume has addressed the demands of and the expectations for assessment in technical communication. Consequently, the book has two key goals. The first is to be as inclusive as is feasible for its size, demonstrating the global operation of assessment in the field. For this reason, descriptions of assessment practice lead to examinations of some key feature of the landscape captured by the term 'technical communication'. The second goal is to retain the public and cooperative approach that has characterized technical communication from the beginning. To achieve this, the book represents a 'conversation', with contributors chosen from among practicing, highly active technical communication teachers and scholars; and the chapters set up pairs of opening statement and following response. The overriding purpose of the volume, therefore, is to invite the whole community into the conversation about assessment in technical communication.

Coming To Terms

Author : Patricia Lynne
ISBN : 9780874214826
Genre : Education
File Size : 62. 44 MB
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In a provocative book-length essay, Patricia Lynne argues that most programmatic assessment of student writing in U.S. public and higher education is conceived in the terms of mid-20th century positivism. Since composition as a field had found its most compatible home in constructivism, she asks, why do compositionists import a conceptual frame for assessment that is incompatible with composition theory? By casting this as a clash of paradigms, Lynne is able to highlight the ways in which each theory can and cannot influence the shape of assessment within composition. She laments, as do many in composition, that the objectively oriented paradigm of educational assessment theory subjugates and discounts the very social constructionist principles that empower composition pedagogy. Further, Lynne criticizes recent practice for accommodating the big business of educational testing—especially for capitulating to the discourse of positivism embedded in terms like "validity" and "reliability." These terms and concepts, she argues, have little theoretical significance within composition studies, and their technical and philosophical import are downplayed by composition assessment scholars. There is a need, Lynne says, for terms of assessment that are native to composition. To open this needed discussion within the field, she analyzes cutting-edge assessment efforts, including the work of Broad and Haswell, and she advances a set of alternate terms for evaluating assessment practices, a set of terms grounded in constructivism and composition. Coming to Terms is ambitious and principled, and it takes a controversial stand on important issues. This strong new volume in assessment theory will be of serious interest to assessment specialists and their students, to composition theorists, and to those now mounting assessments in their own programs.

Bibliographic Guide To Education

Author :
ISBN : 0816171386
Genre : Education
File Size : 49. 56 MB
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... lists publications cataloged by Teachers College, Columbia University, supplemented by ... The Research Libraries of The New York Publica Library.

Writing On The Edge

Author :
ISBN : UCI:31970016141621
Genre : English language
File Size : 78. 15 MB
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Journal Of The Association Of Legal Writing Directors

Author : Association of Legal Writing Directors
ISBN : UCAL:B5174875
Genre : Law
File Size : 28. 45 MB
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Handbook Of Research On Program Development And Assessment Methodologies In K 20 Education

Author : Wang, Victor C.X.
ISBN : 9781522531333
Genre : Education
File Size : 65. 22 MB
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As the educational system continues to evolve, it is essential that educators of today devise innovative and strategic approaches to program development and assessment. The Handbook of Research on Program Development and Assessment Methodologies in K-20 Education is an essential reference source for the latest terminology and concepts related to program development. Featuring extensive coverage on a broad range of topics such as cognitive diagnostic assessments, self-directed learning, and digital education, this publication is ideally designed for educators, students, program designers, and librarians seeking current research on inventive strategies and practices to enhance education in the 21st century.

Cumulative Book Index

Author :
ISBN : UOM:39015058373807
Genre : American literature
File Size : 60. 83 MB
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Resources In Education

Author :
ISBN : UOM:39015079872050
Genre : Education
File Size : 27. 53 MB
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