Reframing Writing Assessment to Improve Teaching and Learning
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.
Amid the clamor of multiculturalism and ``difference'' politics, Americans wonder if their country can remain a cohesive whole. Hall (Sociology/McGill Univ., Canada) and Lindholm (Anthropology/Boston Univ.) argue that their concerns are unfounded and not all that new; for better, and sometimes for worse, they will survive.
