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In this book, authors Murphy and O'Neill propose a new way forward,
moving away from high-stakes, test-based writing assessment and the
curriculum it generates and toward an approach to assessment that
centers on student learning and success. Reviewing the landscape of
writing assessment and existing research-based theories on writing,
the authors demonstrate how a test-based approach to accountability
and current practices have undermined effective teaching and
learning of writing. This book bridges the gap between real-world
writing that takes place in schools, college, and careers and the
writing that students are asked to do in standardized writing
assessments to offer a new ecological approach to writing
assessment. Murphy and O'Neill's new way forward turns
accountability inside out to help teachers understand the role of
formative assessments and assessment as inquiry. It also brings the
outside in, by bridging the gap between authentic writing and
writing assessment. Through these two strands, readers learn how
assessment systems can be restructured to become better aligned
with contemporary understandings of writing and with best practices
in teaching. With examples of assessments from elementary school
through college, chapters include guidance on designing assessments
to address multiple kinds of writing, integrate reading with
writing, and incorporate digital technology and multimodality.
Emphasizing the central role that teachers play in systemic reform,
the authors offer sample assessments developed with intensive
teacher involvement that support learning and provide information
for the evaluation of programs and schools. This book is an
essential resource for graduate students, instructors, scholars and
policymakers in writing assessment, composition, and English
education.
In this book, authors Murphy and O'Neill propose a new way forward,
moving away from high-stakes, test-based writing assessment and the
curriculum it generates and toward an approach to assessment that
centers on student learning and success. Reviewing the landscape of
writing assessment and existing research-based theories on writing,
the authors demonstrate how a test-based approach to accountability
and current practices have undermined effective teaching and
learning of writing. This book bridges the gap between real-world
writing that takes place in schools, college, and careers and the
writing that students are asked to do in standardized writing
assessments to offer a new ecological approach to writing
assessment. Murphy and O'Neill's new way forward turns
accountability inside out to help teachers understand the role of
formative assessments and assessment as inquiry. It also brings the
outside in, by bridging the gap between authentic writing and
writing assessment. Through these two strands, readers learn how
assessment systems can be restructured to become better aligned
with contemporary understandings of writing and with best practices
in teaching. With examples of assessments from elementary school
through college, chapters include guidance on designing assessments
to address multiple kinds of writing, integrate reading with
writing, and incorporate digital technology and multimodality.
Emphasizing the central role that teachers play in systemic reform,
the authors offer sample assessments developed with intensive
teacher involvement that support learning and provide information
for the evaluation of programs and schools. This book is an
essential resource for graduate students, instructors, scholars and
policymakers in writing assessment, composition, and English
education.
This book explores the following key questions: What is literacy?
What do we mean when we profess literacy? How can we create a
theoretical map of writing studies in which to locate the ways we
define and situate our notions and assumptions about literacy? The
author addresses these questions by mapping the ideological
perspectives on literacy that inform the field's theoretical
terrain.
This study views the history of error in composition instruction
through a reader's rather than a writer's perspective, and in so
doing, documents the manner in which our visions of error and
perceptions of student writers who produce error have both
transformed and remained static over the course of 130 years. A
central conclusion derived from this is an assertion that error is
largely produced by readers of student writers, rather than student
writers themselves.
The Association for the Study of Play (ASP) is the sponsor of the
seventh volume in the Play and Culture Studies Series. The ASP is a
professional group of researchers who study play. The purpose of
this series is to advance knowledge about play and culture. Volume
seven presents current theoretical and empirical research on play
and culture from a variety of disciplines including psychology,
education, and sociology. The book begins with an overview of the
twentieth-century and moves from conceptualizing play to
significant and timely topics, such as the relationship between
play and literacy. Applications to practice and policy implications
are presented and include play with action figures; playgrounds;
play as an integral part of the human experience; and the value of
play with books for toddlers. Research activity and interests of
contemporary play scholars are highlighted and discussed in
relation to projected problems and needs facing us as we enter the
new millennium, such as childhood obesity; play as a venue for
social interaction; and play as a method of developing skill for
interaction at the local and national levels as adults.
This book explores tensions surrounding the teaching of literacy in
three settings of nontraditional adult education: correctional
education, vocational education, and the Highlander Folk School.
What literacy is supposed to do, and thus what it means, varies
widely across these discourses. At its center of the book is the
belief that teachers and scholars must understand the worlds toward
which they, and the institutions they teach within, aspire to
create through the process of education.
Includes essays that illustrate and analyze various classroom-based
strategies for productive collaboration between literature and
composition. This work covers topics that span textuality and
critical pedagogy, argumentation and hybrid genres, student
engagement and popular culture, and materiality and assessment.
Brings together scholars from various disciplines, institutions,
methodologies and genres, who are interested in writing and
preparing teachers and researchers of writing. This book covers,
topics such as writing assessment, teaching writing and teacher
preparation, graduate education, electronic technologies, community
literacy, and more.
This book provides theoretical models and practical methods for
helping writing teachers and writing program administrators within
postsecondary institutions conduct the interdisciplinary,
collaborative consulting activities that are common with formal and
information writing across the curriculum (WAC) programs. It
specifically discusses how to conduct the day-to-day work of
negotiating close working partnerships with faculty in other
disciplines and is the first book length treatment to do so. The
book deepens current understandings of how writing specialist
collaborate with non-writing specialists in academic contexts and
provides a map for structuring successful collaborations in the
future.
Play: An Interdisciplinary Synthesis is co-published with the
Association for the Study of Play (TASP), an interdisciplinary,
international organization of play-research scholars. This volume,
the sixth in the Play and Culture TASP series, synthesizes
biological, anthropological, educational, and psychological
approaches to play. It is a valuable book with chapters from
premier researchers such as Robert Fagen and Carolyn Pope Edwards
of the United States, Arne Trageton of Norway, Paola de Sanctis
Ricciardone of Italy, and Jean Paul Rossie of Morocco. Also
included is an interstitial book-within-the-book by Brian
Sutton-Smith.
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