β Scribed by Brian A. Huot
No coin nor oath required. For personal study only.
Brian Huotβs aim for this book is both ambitious and provocative. He wants to reorient composition studiesβ view of writing assessment. To accomplish this, he not only has to inspire the field to perceive assessmentβgenerally not the most appreciated area of studyβas deeply significant to theory and pedagogy, he also has to counter some common misconceptions about the history of assessment in writing. In (Re)Articulating Writing Assessment, Huot advocates a new understanding, a more optimistic and productive one than we have seen in composition for a very long time. Assessment, as Huot points out, defines what is valued by a teacher or a society. What isnβt valued isnβt assessed; it tends to disappear from the curriculum. The dark side of this truth is what many teachers find troubling about large scale assessments, as standardized tests donβt grant attention or merit to all they should. Instead, assessment has been used as an interested social mechanism for reinscribing current power relations and class systems. Reciprocally, Huot reminds us, one can use assessment to bring the attention of the curriculum to what we want it to value. Itβs his intention to (re)articulate writing assessment as a positive, important aspect of designing, administrating and theorizing writing instructionβin a sense, returning it to its roots in early conceptions of assessment as progressive social action. "An agenda for assessment that recognizes it as an important element for social action allows us to guard against over-privileging the values, gestures and customs of certain groups, and provides assessment with the potential to become an agent for progressive social change that highlights the improvement of educational environments and opportunities for all students." A well-reasoned, provocative discourse on basic conceptions in the field, this book will be of significant value to scholars in writing and assessment, to writing program administrators, to readers in educational assessment, and to graduate students in rhetoric and composition.
Contents......Page 8
Acknowledgments......Page 10
1 (Re) Articulating Writing Assessment......Page 12
Re-Imagining Assessment......Page 13
(Re) Articulation......Page 14
2 Writing Assessment as a Field of Study......Page 32
Two Different Disciplines......Page 34
Isolation......Page 40
Validity......Page 56
Creating a field for Writing Assessment......Page 62
3 Assessing, Grading, Testing and Teaching Writing......Page 70
Grading, Testing and Assessing......Page 72
Assessing and Teaching......Page 75
Portfolios......Page 82
Using Assessment to Teach Writing......Page 86
Conclusion......Page 89
4 Toward a New Theory of Writing Assessment......Page 92
Theoretical Foundation of Writing Assessment......Page 93
Current Practice in Writing Assessment......Page 96
Recent Developments in Testing Theory......Page 101
Examining and Understanding New Procedures......Page 105
Impact on Reliability......Page 109
Creating New Assessments of Writing......Page 113
Toward a New Theory of Writing Assessment......Page 115
5 Reading Like a Teacher......Page 120
Theories of Reading and Response......Page 124
Context......Page 131
Teaching Response......Page 134
Learning to Respond......Page 138
Writing as Response......Page 141
Conclusion......Page 144
6 Writing Assessment as Technology and Research......Page 148
Writing Assessment as Technology......Page 151
Writing Assessment as Research......Page 159
The Validation Process as Research......Page 167
Conclusion......Page 174
7 Writing Assessment Practice......Page 176
The Need to Assess......Page 181
A (Re) Articulation for the Need to Assess......Page 185
A New Articulation for Writing Assessment Practice......Page 187
Two Models for Assessment......Page 194
Conclusion......Page 200
Notes......Page 203
B......Page 206
C......Page 209
D......Page 210
E......Page 211
F......Page 212
H......Page 213
L......Page 215
M......Page 216
P......Page 218
S......Page 219
W......Page 221
Y......Page 222
Z......Page 223
E......Page 224
O......Page 225
T......Page 226
Z......Page 227
About The Author......Page 228
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