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This volume reconsiders the problem of context in language testing
and other modes of assessment from the perspective of
transdisciplinarity. Transdisciplinary assessment research brings
together collaborators who draw on the strengths of their differing
backgrounds and expertise in order to address high-stakes complex
socially-relevant problems. Traditional treatments of context in
language assessment research have generally been informed by
individualist cognitive theories within measurement and
psychometrics. The additive potential of alternative social
theories, including theories of genre, situated learning,
distributed cognition, and intercultural communication, has largely
been overlooked. In this book, the benefits of socio-theoretical
reconsiderations of context are discussed and further exemplified
in transdisciplinary research studies that investigate the use of
assessment in classroom and workplace settings. The book offers a
renewed view of context in arguments for the validity of assessment
practices, and will be of interest to assessment researchers,
practitioners, and students in applied linguistics, education,
educational psychology, language testing, and other related
disciplines and fields.
The editors of WRITING IN KNOWLEDGE SOCIETIES provide a thoughtful,
carefully constructed collection that addresses the vital roles
rhetoric and writing play as knowledge-making practices in diverse
knowledge-intensive settings. The essays in this book examine the
multiple, subtle, yet consequential ways in which writing is
epistemic, articulating the central role of writing in creating,
shaping, sharing, and contesting knowledge in a range of human
activities in workplaces, civic settings, and higher education.
WRITING IN KNOWLEDGE SOCIETIES helps us conceptualize the ways in
which rhetoric and writing work to organize, (re-)produce,
undermine, dominate, marginalize, or contest knowledge-making
practices in diverse settings, showing the many ways in which
rhetoric and writing operate in knowledge-intensive organizations
and societies. Essays are contributed by Natasha Artemeva, Chantal
Barriault, Charles Bazerman, Doug Brent, Janet Giltrow, Amanda
Goldrick-Jones, Jeffrey Grabill, Heather Graves, Roger Graves,
William Hart-Davidson, Miriam Horne, Ken Hyland, Heekyeong Lee,
Mary Maguire, Lynn McAlpine, Anthony Pare, Anne Parker, Margaret
Procter, Martine Courant Rife, Paul Rogers, Catherine Schryer,
Tania Smith, Philippa Spoel, Doreen Starke-Meyerring, Olivia
Walling, Diana Wegner, and Larissa Yousoubova. DOREEN
STARKE-MEYERRING is an associate professor in the Department of
Integrated Studies in Education, McGill University, Montreal,
Canada. ANTHONY PARE is a professor in the Department of Integrated
Studies in Education, McGill University, Montreal, Canada. NATASHA
ARTEMEVA is an associate professor in the School of Linguistics and
Language Studies, Carleton University, Canada. MIRIAM HORNE is an
assistant professor in the Core Division at Champlain College,
Burlington, Vermont, USA. LARISSA YOUSOUBOVA is a doctoral
candidate in the Department of Integrated Studies in Education,
McGill University, Montreal, Canada.
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