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(Re)articulating writing assessment for teaching and learning /
Brian Huot's aim for this book is both ambitious and provocative. 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 not the most appreciated area of study?as deeply significant to...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Logan :
Utah State University Press,
©2002.
©2002 |
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Huot, Brian A. | |
| 245 | 1 | 0 | |a (Re)articulating writing assessment for teaching and learning / |c Brian Huot. |
| 260 | |a Logan : |b Utah State University Press, |c ©2002. | ||
| 264 | 4 | |c ©2002 | |
| 300 | |a 1 online resource (x, 216 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 347 | |a data file | ||
| 504 | |a Includes bibliographical references (pages 195-212) and index. | ||
| 505 | 0 | |a (Re) articulating writing assessment -- Writing assessment as a field of study -- Assessing, grading, testing and teaching writing -- Toward a new theory for writing assessment -- Reading like a teacher -- Writing assessment as technology and research -- Writing assessment practice. | |
| 588 | 0 | |a Print version record. | |
| 520 | |a Brian Huot's aim for this book is both ambitious and provocative. 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 not the most appreciated area of study?as deeply significant to theory and pedagogy, he also has to counter some common misconceptions about the history of assessment in writing. | ||
| 506 | |3 Use copy |f Restrictions unspecified |2 star |5 MiAaHDL | ||
| 533 | |a Electronic reproduction. |b [Place of publication not identified] : |c HathiTrust Digital Library, |d 2011. |5 MiAaHDL | ||
| 538 | |a Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002. |u http://purl.oclc.org/DLF/benchrepro0212 |5 MiAaHDL | ||
| 583 | 1 | |a digitized |c 2011 |h HathiTrust Digital Library |l committed to preserve |2 pda |5 MiAaHDL | |
| 546 | |a English. | ||
| 590 | |a JSTOR |b Books at JSTOR All Purchased | ||
| 590 | |a JSTOR |b Books at JSTOR Open Access | ||
| 650 | 0 | |a English language |x Rhetoric |x Study and teaching. | |
| 650 | 0 | |a Grading and marking (Students) | |
| 650 | 0 | |a Report writing |x Evaluation. | |
| 650 | 0 | |a College prose |x Evaluation. | |
| 650 | 6 | |a Anglais (Langue) |x Rhétorique |x Étude et enseignement. | |
| 650 | 6 | |a Classement et notation (Élèves et étudiants) | |
| 650 | 6 | |a Rapports |x Rédaction |x Évaluation. | |
| 650 | 6 | |a Prose d'étudiants |x Évaluation. | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Rhetoric. |2 bisacsh | |
| 650 | 7 | |a REFERENCE |x Writing Skills. |2 bisacsh | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Composition & Creative Writing. |2 bisacsh | |
| 650 | 7 | |a College prose |x Evaluation. |2 fast |0 (OCoLC)fst00867889 | |
| 650 | 7 | |a English language |x Rhetoric |x Study and teaching. |2 fast |0 (OCoLC)fst00911595 | |
| 650 | 7 | |a Grading and marking (Students) |2 fast |0 (OCoLC)fst00945795 | |
| 650 | 7 | |a Report writing |x Evaluation. |2 fast |0 (OCoLC)fst01094842 | |
| 776 | 0 | 8 | |i Print version: |a Huot, Brian A. |t (Re)articulating writing assessment for teaching and learning. |d Logan : Utah State University Press, ©2002 |z 0874214491 |w (DLC) 2002010352 |w (OCoLC)50143625 |
| 776 | 0 | 8 | |i Online version: |a Huot, Brian A. |t (Re)articulating writing assessment for teaching and learning. |d Logan : Utah State University Press, ©2002 |w (OCoLC)1013920241 |
| 856 | 4 | 0 | |u https://jstor.uam.elogim.com/stable/10.2307/j.ctt46nx5z |z Texto completo |
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