This book shows post-secondary teachers and administrators how to frame public discourse on writing assessment so that these discussions accurately reflect research-based practices and valid assessments, rather than unfounded claims about declining educational quality, with the ultimate goal of helping policymakers understand that the purpose of writing instruction is to develop critical thinking, reading, and writing strategies. The book sets out a rationale for teachers and administrators to actively engage in discussions about writing pedagogy and assessment in their institutions and communities, and provides necessary background knowledge and practical strategies for engaging in these discussions. The strategies are illustrated with real-world examples of writing program administrators and scholars at two- and four-year institutions. The strategies described can be used by writing instructors, program directors, English department chairs, and other writing professionals. Adler-Kassner directs the writing program at the University of California-Santa Barbara. O'Neill directs the composition program at Loyola University Maryland. Annotation ©2011 Book News, Inc., Portland, OR (booknews.com)
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 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 educations, professional careers, and civic engagement.
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.
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