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Reading Schedule

 

varied and contested histories

Aug. 27 & 29

  • Norbert Elliot “Chapter 5: Lone Wolves, 1966-2005” from On a Scale: A Social History of Writing Assessment. NY: Peter Lang, 2005. (BB)
  • Nadia Behizadeh and George Engelhard Jr. “Historical View of the Influences of Measurement and Writing Theories on the Practice of Writing Assessment in the United States” Assessing Writing 16 (2011): 189-211. (BB)
  • Kathleen Yancey “Looking Back as We Look Forward: Historicizing Writing Assessment” College Composition and Communication 50 (1999): 483-503. (C8 AW Sourcebook)

Sept. 3 & 5

  • Peggy O’Neill, Cindy Moore, and Brian Huot. “Historicizing Writing Assessment.” from A Guide to College Writing Assessment. Logan: Utah State UP, 2009. (BB)
  • Brian Huot and Michael Neal “Writing Assessment: A Techo-History.” from Handbook of Writing Research. Charles A. MacArthur, Steve Graham, and Jill Fitzgerald, editors. Guilford Publications, Inc., 2006. (BB)
  • Nancy Penrod “Introduction” Composition in Convergence: The Impact of New Media of Writing Assessment. Mahwah, NJ: 2005.

Due: Blog response

 

 

validity and reliability

Sept. 10 & 12

  • Roberta Camp “Changing the Model for the Direct Assessment of Writing.” from Validating Holistic Scoring for Writing Assessment: Theoretical and Empirical Foundations. Michael Williamson and Brian Huot (Eds.). Cresskill, NJ: Hampton P, 1993. 45-78. (C7 AW Sourcebook)
  • Lorrie Shepard “The centrality of test use and consequences for test validity.” Educational Measurement: Issues and Practice, 16(2), 5-8, 13, 24. (BB)
  • Pamela Moss “Testing the Test of a Test: A Response to ‘Multiple Inquiry in the Validation of Writing Tests.’” Assessing Writing 5 (1998): 111-22. (C9 AW Sourcebook)
  • Roger Cherry and Paul Meyer “Reliability Issues in Holistic Assessment.” from Validating Holistic Scoring for Writing Assessment: Theoretical and Empirical Foundations. Michael Williamson and Brian Huot (Eds.). Cresskill, NJ: Hampton P, 1993. 109-141. (C3 AW Sourcebook)

Due: Blog response

 

 

theories and models of assessment

Sept. 17 & 19

  • Brian Huot “Toward a New Theory of Writing Assessment.” (Re)Articulating Writing Assessment for Teaching and Learning. Logan, UT: Utah State UP, 2002.
  • Linda Adler-Kassner and Peggy O’Neill “Chapters 2-4” Reframing Writing Assessment to Improve Teaching and Learning. Logan, UT: Utah State UP, 2010.
  • Nancy Penrod “Moving Toward Internetworked Writing and Assessment.” Composition in Convergence: The Impact of New Media of Writing Assessment. Mahwah, NJ: 2005.
  • William Condon “Looking Beyond Judging and Ranking: Writing Assessment as a Generative Practice.” Assessing Writing 14 (2009): 141-156. (BB)
  • Elizabeth Wardle and Kevin Roozen “Addressing the Complexity of Writing Development: Toward an Ecological Model of Assessment.” Assessing Writing 17 (2012): 106-119. (BB)

Due: Blog response

 

 

assessment as technology

Sept. 24 & 26

  • Asao Inoue “Writing Assessment Technologies” http://prezi.com/7xx8pkzwn8xu/writing-assessment-technologies/
  • Michael Neal “Chapters 1-3” Writing Assessment and the Revolution in Digital Texts and Technologies. NY: Teachers College P, 2011.
  • Brian Huot “Writing Assessment as Technology and Research” (Re)Articulating Writing Assessment for Teaching and Learning. Logan, UT: Utah State UP, 2002.

Due: Timeline and Blog Response

 

 

access, accessibility, and diversity

Oct. 1 & 3

  • Arnetha Ball “Expanding the Dialogue on Culture as a Critical Component When Assessing Writing.” Assessing Writing 4.2 (1997): 169-202. (C22 AW Sourcebook)
  • Richard Haswell and Janis Tedesco Haswell “Gender Bias and Critique of Student Writing.” Assessing Writing 3 (1996): 31-84. (C23 AW Sourcebook)
  • Chris Anson “Black Holes: Writing Across the Curriculum, Assessment, and the Gravitational Invisibility of Race.” from Race and Writing Assessment. Asao Inoue and Mye Poe (Eds.) NY: Peter Lang, 2012. 15-28.
  • Diane Kelly-Riley “Getting off the Boat and onto the Bank: Exploring the Validity of Shared Evaluation Methods for Students of Color in College Writing Assessment.” from Race and Writing Assessment. Asao Inoue and Mye Poe (Eds.) NY: Peter Lang, 2012. 29-44.
  • David Johnson and Lewis VanBrackle. “Linguistic Discrimination in Writing Assessment: How Raters React to African American ‘Errors,’ ESL errors, and Standard English Errors on a State-Mandated Writing Exam.” Assessing Writing 17 (2012): 35-54. (BB)

Oct. 8 & 10

  • Diane Penrod “Access Before Assessment.” Composition in Convergence: The Impact of New Media of Writing Assessment. Mahwah, NJ: 2005.
  • Jing Chen et al. “Effects of Computer Versus Paper Administration of an Adult Functional Writing Assessment.” Assessing Writing 16 (2011): 49-71.
  • Joseph Klein and David Taub “The Effect of Variations in Handwriting and Print of Evaluation of Student Essays.” Assessing Writing 10 (2005): 134-148.
  • Carl Whithaus, Scott Harrison, and Jeb Midyette “Keyboarding Compared with Handwriting on a High-Stakes Assessment: Student Choice of Composing Medium, Raters’ Perceptions, and Text Quality.” Assessing Writing 13 (2008): 4-25.

Due: Blog Response

 

 

evaluating (digital) writing and programs

Oct. 15 & 17

  • Carl Whithaus “Chapters 2-6” Teaching and Evaluating Writing in the Age of Computers and High-Stakes Testing. Mahwah, NJ: Erlbaum, 2005.
  • Bob Broad “Organic Matters: In Praise of Locally Grown Writing Assessment.” from Organic Writing Assessment: Dynamic Criteria Mapping in Action. Bob Broad et al. (Eds.). Logan, UT: 2009. 1-13. (BB)
  • Amy Covill “College Students’ Use of a Writing Rubric: Effect on Quality of Writing, Self-Efficacy, and Writing Practices.” Journal of Writing Assessment 5.1 (2012) (BB)
  • Chris Anson et al. “Big Rubrics and Weird Genres: The Futility of Using Generic Assessment Tools Across Diverse Instructional Contexts” Journal of Writing Assessment 5.1 (2012) (BB)
  • Valerie Balester “How Writing Rubrics Fail: Toward a Multicultural Model.” from Race and Writing Assessment. Asao Inoue and Mye Poe (Eds.) NY: Peter Lang, 2012. 63-78.

Oct. 22 & 24

  • Brian Huot “Chapters 3, 5” (Re)Articulating Writing Assessment for Teaching and Learning. Logan, UT: Utah State UP, 2002.
  • Asao Inoue “Grading Contracts: Assessing their Effectiveness on Different Racial Formations.” from Race and Writing Assessment. Asao Inoue and Mya Poe (Eds.) NY: Peter Lang, 2012. 79-94.
  • William Smith “The Importance of Teacher Knowledge in College Composition Placement Testing.” from Reading Empirical Research Studies: The Rhetoric of Research R.J. Hayes (Ed.). Hillsdale, NJ: Erlbaum, 1992. 289-316 (C11 AW Sourcebook)
  • Daniel Royer and Roger Gilles “Directed Self-Placement: An Attitude of Orientation.” College Composition and Communication 50 (1998): 54-70 (C14 AW Sourcebook)
  • Rachel Lewis Katai “Race, Remediation, and Readiness: Reassessing the ‘Self’ in Directed Self-Placement.” from Race and Writing Assessment. Asao Inoue and Mye Poe (Eds.) NY: Peter Lang, 2012. 141-154.

Oct. 29 & 31

  • Peter Elbow and Pat Belanoff “Portfolios as a Substitute for Proficiency Examinations.” College Composition and Communication 37 (1986): 336-339. (C6 AW Sourcebook)
  • Russel Durst, Marjorie Roemer, and Lucille Schultz “Portfolio Negotiations: Acts in Speech.” from New Directions in Portfolio Assessment. Laurel Black, Donald Diaker, Jeffrey Sommers, and Gail Stygall (Eds.). Portsmouth, NH: Boynton/Cook, 1994. 286-300. (C13 AW Sourcebook)
  • Liz Hamp-Lyons and William Condon “Questioning Assumptions about Portfolio-Based Assessment.” College Composition and Communication 44.2 (1993): 176-190. (C19 AW Sourcebook)
  • Ricky Lam “Two Portfolio Systems: EFL Students’ Perceptions of Writing Ability, Text Improvement, and Feedback.” Assessing Writing 18 (2013): 132-153. (BB)
  • Jennifer Good, Kevin Osborne, Kelly Birchfield “Placing Data in the Hands of Discipline-Specific Decision Makers: Campus-Wide Writing Program Assessment.” Assessing Writing 17 (2012): 140-149. (BB)
  • Washington State University Writing Program Assessment (BB, skim for familiarity)

Due: Blog Response

Due: Validity Analysis

 

 

21st century literacies

Nov. 5 & 7

  • Carl Whithaus “High-Stakes Testing and 21st-Century Literacies.” Teaching and Evaluating Writing in the Age of Computers and High-Stakes Testing. Mahwah, NJ: Erlbaum, 2005.
  • Diane Penrod “Transforming Texts, Transforming Assessment.” Composition in Convergence: The Impact of New Media of Writing Assessment. Mahwah, NJ: 2005.
  • Michael Neal “Hyperactive Hypertexts.” Writing Assessment and the Revolution in Digital Texts and Technologies. NY: Teachers College P, 2011.

Due: Blog Response

 

 

automated essay scoring (aes)

Nov. 12 & 14

  • Carl Whithaus “Tools (AES) and Media (Blogs)” Teaching and Evaluating Writing in the Age of Computers and High-Stakes Testing. Mahwah, NJ: Erlbaum, 2005.
  • Anne Herrington and Sarah Stanley “Criterion: Promoting the Standard.” from Race and Writing Assessment. Asao Inoue and Mya Poe (Eds.) NY: Peter Lang, 2012. 47-62.
  • Special Issue of Assessing Writing (Jan 2013) (divide articles)
  • Patricia Freitag Ericsson and Richard Haswell Machine Scoring of Student Essays: Truth and Consequences. Logan, UT: Utah State UP, 2006. (divide chapters)
  • Les Perelman “Construct Validity, Length, Score, and Time in Holistically Graded Writing Assessments: The Case Against Automated Essay Scoring (AES).” from International Advances in Writing Research: Cultures, Places, Measures. Charles Bazerman et al. (Eds.). Fort Collins, CO: WAC Clearinghouse and Parlor Press, 2012.

Due: Blog response

 

 

educational policy

Nov. 19 & 21

  • Carl Whithaus “Educational Policy, Testing Writing, and Developing Multimedia Composing Skills.” Teaching and Evaluating Writing in the Age of Computers and High-Stakes Testing. Mahwah, NJ: Erlbaum, 2005.
  • George Hillocks, Jr. “How State Assessments Lead to Vacuous Thinking and Writing.” Journal of Writing Assessment 1.1 (2003): 5-21 (BB).
  • Arthur Applebee “Issues in Large-Scale Writing Assessment: Perspective from the National Assessment of Educational Progress.” Journal of Writing Assessment 3.2 (2007): 81-98. (BB)

Due: Blog response

 

 

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