Exploring the theories and consequences of self-assessment through ethical inquiry. I remember the department chair explaining to me that adjuncts must undergo special training in the summer to learn about brian huot writing assessments group grading before they were able to teach.
There are trade-offs for either decision, just as there are trade-offs associated with assessing writing via standardized tests, holistically scored timed-essays, portfolios, or other newer approaches.
In the measurement literature, we see a common theme emerge in response to this question: He describes the problems associated with assessment's two main foci—reliability and validity—when applied to writing assessment, concluding that past attempts to increase interrater reliability have led to indirect measures that are actually deleterious to the learning of writing.
Well, let's see, it's basically a rehash of others, especially Edward White and Kathleen Yancey, who first articulated writing assessment—that's it! Due to histories of social advantages socioeconomic status, parental education level, access to coaching, home and community English dialect, etc.
White, emerged in this wave. Interpretations of score meaning and justifications of test use. On the validity of useless tests. But hold on, Huot must first make some interesting connections, such as validation as research, and an aside in which he puts assessment into rhetorical terms—seeing validation as argument, which necessitates that we always consider our writing assessment audience, a form of rival hypothesis testing Writing centers are used to certain kinds of assessment, both quantitative and qualitative, but are often unprepared to address larger institutional or societal issues.
Assessment, as Huot points out, defines what is valued by a teacher or a society. Very like a whale: An Attitude of Orientation. I would like to thank Norbert Elliot, who worked with me through several drafts of this article. Everything school leaders need to know about assessment. We choose to look at about ten percent of the students' writing in each of the courses that constitute the two-course sequence required of most students.
Now we can all re think assessment again? But only with certain adaptations.
Writing assessment in the epoch of scientism. Because the University of Louisville also has access to high school writing portfolios, a small number of these are compared to their respective writers' college portfolios to assess improvement between high school and college.
In addition, because we are looking to evaluate the program and not individual students, it's not necessary that we assess every student's writing.
To satisfy the expectation of informing students ahead of time before they decide which course they will enroll in, GVSU writing faculty conduct a first-day student orientation session to explain the concept of directed self-placement.
Contexts[ edit ] Writing assessment began as a classroom practice during the first two decades of the 20th century, though high-stakes and standardized tests also emerged during this time.
But, despite their pleas, nothing has seemed to keep these matters anywhere but in the distant background. In this wave, portfolio assessment emerges to emphasize theories and practices in Composition and Writing Studies such as revisiondrafting, and process.
There, "[w]hile the composition program goals stipulate the number of formal papers for each class and differentiate between a writing process orientation for and a research focus forthey do not dictate a specific curriculum or text" Psychological Bulletin, 52 4 All of which very nearly completes Huot's picture of writing assessment; all we need now is a good model.
With additional contributions by Neal Lerner, Brian Huot and Nicole Caswell, and with a strong commitment to honoring on-site local needs, the volume does not advocate a one-size-fits-all answer. For many, the notion of defining and measuring psychological constructs is foundational to educational assessment and therefore validity, which would render moving beyond such methodologies all but impossible.
My high school GPA was about average. But then Huot goes into "Reading Like a Teacher," which essentially rehashes everything you've ever read about genuine reading of genuine writing, and how to respond to that 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/5(1). Book Review: (Re)Articulating Writing Assessment for Teaching and Learning, by Brian Huot. By: Douglas James Joyce Publication: The Quarterly, Vol. 25, No. 2 Date: Spring Summary: Douglas James Joyce reviews (Re)Articulating Writing Assessment for Teaching and Learning by Brian Huot.
A Guide to College Writing Assessment examines the history, theory, and practical implementation of writing assessments in college and universities.
Though the book is written by scholars and provides a substantial bibliography, it is intended for an administrative audience- 4/5(1). Brian Huot is Professor of English and Director of Composition at the University of Louisville.
His published work has appeared in College Composition and Communication, College English, WPA: Writing Program Administration and other journals and collections devoted to the teaching and assessing of Reviews: 2.
Abstract. Brian Huot's aim for this book is both ambitious and provocative. He wants to reorient composition studies' view of writing assessment.
BRIAN HUOT is Assistant Professor, English Department, University of Louisville, Louisville, KY He specializes in writing assessment and writing across the curriculum. This article attempts to describe the condition of direct writing assessment literature.
Instead of focusing on a particular.Download