Reframing writing assessment : to improve teaching and learning / Linda Adler-Kassner, Peggy O'Neill.

By:

Adler-Kassner, Linda

Contributor(s):

O'Neill, Peggy, 1963-

Material type: Text

TextPublication details: Logan, Utah : Utah State University Press, 2010.Description: 1 online resource (207 pages)Content type:

text

Media type:

computer

Carrier type:

online resource

ISBN:

9780874217995
0874217997
0874217989
9780874217988

Subject(s): Genre/Form:

Additional physical formats: Print version:: Reframing writing assessment.DDC classification:

808/.0420711 22

LOC classification:

PE1404 .A347 2010eb

Other classification:

17.41

Online resources:

Click here to access online

Contents:

Acknowledgments; 1. Higher Education, Framing, and Writing Assessment; 2. Framing (and) American Education; 3. The Framing of Composition and Writing Assessment; 4. Reframing Strategies and Techniques; 5. Reframing in Action; 6. Reframing Assessment: Why Does My Participation Matter?; 7. Reimagining Writing Assessment; References; Index; About the Authors.

Summary: 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. 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 refram

Item type:

Tags from this library: No tags from this library for this title. Log in to add tags.

Average rating: 0.0 (0 votes)

Holdings
Item type	Home library	Collection	Call number	Materials specified	Status	Date due	Barcode
Electronic-Books	OPJGU Sonepat- Campus	E-Books EBSCO			Available

Includes bibliographical references and index.

Print version record.

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. 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 refram

eBooks on EBSCOhost EBSCO eBook Subscription Academic Collection - Worldwide

There are no comments on this title.

to post a comment.