Educators strive to create "assessment cultures" in which they
integrate evaluation into teaching and learning and match
assessment methods with best instructional practice. But how do
teachers and administrators discover and negotiate the values that
underlie their evaluations? Bob Broad's 2003 volume, "What We
Really Value, " introduced dynamic criteria mapping (DCM) as a
method for eliciting locally-informed, context-sensitive criteria
for writing assessments. The impact of DCM on assessment practice
is beginning to emerge as more and more writing departments and
programs adopt, adapt, or experiment with DCM approaches.
For the authors of "Organic Writing Assessment, " the DCM
experience provided not only an authentic assessment of their own
programs, but a nuanced language through which they can converse in
the always vexing, potentially divisive realm of assessment theory
and practice. Of equal interest are the adaptations these writers
invented for Broad's original process, to make DCM even more
responsive to local needs and exigencies.
"Organic Writing Assessment" represents an important step in the
evolution of writing assessment in higher education. This volume
documents the second generation of an assessment model that is
regarded as scrupulously consistent with current theory; it shows
DCM's flexibility, and presents an informed discussion of its
limits and its potentials.
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