Reframing Writing Assessment

to Improve Teaching and Learning

by Linda Adler-Kassner and Peggy O'Neill

"This book is a resource to teachers and administrators who are interested in engaging in the dialogue about assessment and in taking action. The strategies and examples are excellent and show a fine awareness of the differing perspectives of teachers, administrators, and policymakers."
—Sandra Murphy, University of California, Davis

 

Public discourse about writing instruction is currently driven by ideas of what instructors and programs "need to do," "should do," or "are not doing," and is based on poorly informed concepts of correctness and unfounded claims about a broad decline in educational quality. This discussion needs to be reframed, say Adler-Kassner and O'Neill, to help policymakers understand that the purpose of writing instruction is to help students develop critical thinking, reading, and writing strategies that will form the foundation for their future education, careers, and civic engagement. Adler-Kassner and O'Neill show writing faculty and administrators how to frame discussions of writing assessment so that they accurately represent research-based practices and promote assessments that are valid, reliable, and discipline-appropriate.

Reframing Writing Assessment to Improve Teaching and Learning is grounded in the best of writing assessment research, and focuses on how to communicate it effectively to publics beyond academe.

 

Reviews

Present Tense: A Journal of Rhetoric in Society, 2011

 

Peggy O'Neill, associate professor of writing, directs the composition program and teaches writing in the Department of Writing at Loyola University, Maryland. Her scholarship focuses on writing assessment, pedagogy, and program administration and the disciplinarity of composition. Her work appears in journals such as the Journal of Writing Assessment and College Composition and Communication, as well as in several edited collections. She has edited or co-edited four books, most recently Blurring Boundaries: Developing Writers, Researchers and Teachers (Hampton Press 2007) and, with Brian Huot, Assessing Writing: A Critical Sourcebook (Bedford St. Martin's / NCTE 2008).

Linda Adler-Kassner is professor of writing studies and associate dean of undergraduate education at University of California, Santa Barbara. Her research and teaching focus broadly on how literate agents and activities—such as writers, writing, writing studies—are defined in contexts inside the academy and in public discourse. She also examines the implications and consequences of those definitions and how writing faculty can participate in shaping them. She frequently works with faculty across disciplines on articulating threshold concepts and making them more accessible for students. She is author, coauthor, or coeditor of nine books, including Reframing Writing Assessment, Naming What We Know, and The Activist WPA.

Imprint: Utah State University Press

Book Details

  • Paperback Price: $26.95
  • Paperback ISBN: 978-0-87421-798-8
  • Ebook Price: $20.00
  • 30-day ebook rental price: $5.99
  • EISBN: 978-0-87421-799-5
  • Publication Year: 2010
  • Pages: 180
  • Discount Type: Short
  • Author: by Linda Adler-Kassner and Peggy O'Neill
  • ECommerce Code: 978-0-87421-798-8