Coming to terms : theorizing writing assessment in composition studies /

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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, wh...

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Détails bibliographiques
Cote:Libro Electrónico
Auteur principal: Lynne, Patricia, 1964-
Format: Électronique eBook
Langue:Inglés
Publié: Logan, Utah : Utah State University Press, ©2004.
©2004
Collection:UPCC book collections on Project MUSE.
Sujets:
English language > Composition and exercises > Evaluation.
English language > Composition and exercises > Study and teaching (Secondary)
English language > Rhetoric > Evaluation.
Constructivism (Education)
Anglais (Langue) > Composition et exercices > Évaluation.
Anglais (Langue) > Rhétorique > Évaluation.
Constructivisme (Éducation)
LANGUAGE ARTS & DISCIPLINES > Rhetoric.
REFERENCE > Writing Skills.
LANGUAGE ARTS & DISCIPLINES > Composition & Creative Writing.
EDUCATION > Testing & Measurement.
Opstellen.
Beoordeling.
Engels.
Accès en ligne:Texto completo
Table des matières:
  • Large-scale writing assessment practices and the influence of objectivity
  • Contemporary literacy scholarship and the value of context
  • Wrestling with positivism
  • Theory under construction
  • The politics of theorizing
  • Theorizing writing assessment
  • Theory in practice.

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