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Electronic Book
Author Lynne, Patricia, 1964-

Title Coming to terms : theorizing writing assessment in composition studies / Patricia Lynne.

Imprint Logan, Utah : Utah State University Press, ©2004.
Publication Info. ©2004

Copies

Location Call No. OPAC Message Status
 Axe JSTOR Open Ebooks  Electronic Book    ---  Available
Description 1 online resource (193 pages)
text txt rdacontent
computer c rdamedia
online resource cr rdacarrier
data file
Series UPCC book collections on Project MUSE.
Bibliography Includes bibliographical references (pages 181-189) and index.
Contents Large-scale writing assessment practices and the influence of objectivity -- Contemporary literacy scholarship and the value of context -- Wrestling with positivism -- Theory under construction -- The politics of theorizing -- Theorizing writing assessment -- Theory in practice.
Summary In a provocative book-length essay, Patricia Lynne argues that most programmatic assessment of student writing in U.S. public and higher education is conceived in the terms of mid-20th century positivism. Since composition as a field had found its most compatible home in constructivism, she asks, why do compositionists import a conceptual frame for assessment that is incompatible with composition theory? By casting this as a clash of paradigms, Lynne is able to highlight the ways in which each theory can and cannot influence the shape of assessment within composition. She laments, as do many in composition, that the objectively oriented paradigm of educational assessment theory subjugates and discounts the very social constructionist principles that empower composition pedagogy. Further, Lynne criticizes recent practice for accommodating the big business of educational testing-especially for capitulating to the discourse of positivism embedded in terms like "validity" and "reliability." These terms and concepts, she argues, have little theoretical significance within composition studies, and their technical and philosophical import are downplayed by composition assessment scholars. There is a need, Lynne says, for terms of assessment that are native to composition. To open this needed discussion within the field, she analyzes cutting-edge assessment efforts, including the work of Broad and Haswell, and she advances a set of alternate terms for evaluating assessment practices, a set of terms grounded in constructivism and composition. Coming to Termsis ambitious and principled, and it takes a controversial stand on important issues. This strong new volume in assessment theory will be of serious interest to assessment specialists and their students, to composition theorists, and to those now mounting assessments in their own programs
Note Print version record.
Access Use copy Restrictions unspecified star MiAaHDL
Reproduction Electronic reproduction. [Place of publication not identified] : HathiTrust Digital Library, 2010. MiAaHDL
System Details Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002. http://purl.oclc.org/DLF/benchrepro0212 MiAaHDL
Processing Action digitized 2010 HathiTrust Digital Library committed to preserve pda MiAaHDL
Language English.
Subject English language -- Composition and exercises -- Evaluation.
English language -- Composition and exercises -- Study and teaching (Secondary)
English language -- Rhetoric -- Evaluation.
Constructivism (Education)
Anglais (Langue) -- Composition et exercices -- Évaluation.
Anglais (Langue) -- Rhétorique -- Évaluation.
Constructivisme (Éducation)
LANGUAGE ARTS & DISCIPLINES -- Rhetoric.
REFERENCE -- Writing Skills.
LANGUAGE ARTS & DISCIPLINES -- Composition & Creative Writing.
EDUCATION -- Testing & Measurement.
Constructivism (Education)
English language -- Composition and exercises -- Evaluation
English language -- Composition and exercises -- Study and teaching (Secondary)
English language -- Rhetoric -- Evaluation
Opstellen.
Beoordeling.
Engels.
In: Books at JSTOR: Open Access JSTOR
Other Form: Print version: Lynne, Patricia, 1964- Coming to terms. Logan, Utah : Utah State University Press, ©2004 0874215854 0874215943 (DLC) 2004009752 (OCoLC)55067331
ISBN 0874214823 (electronic bk.)
9780874214826 (electronic bk.)
9786613267054
6613267058
0874215854 (pbk.)
9780874215854 (pbk.)
0874215943 (pbk.)
9780874215946 (pbk.)
1283267055
9781283267052
Standard No. AU@ 000051356444
AU@ 000062326412
GBVCP 100864899X

 
    
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