Description
Book SynopsisThis book won the 2014 CCCC (Conference on College Composition and Communication) Outstanding Book Award Edited Collection Race and Writing Assessment brings together established and up-and-coming scholars in composition studies to explore how writing assessments needs to change in order to account for the increasing diversity of students in college classrooms today. Contributors identify where we have ignored race in our writing assessment approaches and explore issues related to assessment technologies, faculty and student responses to assessment, institutional responses to writing assessment, and context for assessing writing beyond composition programs.
Balancing practical advice and theoretical discussions,
Race and Writing Assessment provides a variety of models, frameworks, and research methods to consider writing assessment approaches that are sensitive to the linguistic and cultural identities that diverse students bring to writing classrooms
Trade Review«The title ‘Race and Writing Assessment’ says it all, providing a rich reassessment of assessment, recognizing that the foundation of scientific method – caeteris paribus – cannot stand, that all things cannot be equal in an unequal social structure. This is a must read for all of us in writing studies.» (Victor Villanueva, Professor and English Department Head, Auburn University)
«Writing assessment affects every student in America, which seeks to leave no child behind and to open access to college and the professions without regard to race. This important book presents the background, the present scholarship and practice, and the problems of the future for those seeking more fair writing assessments. It should be read by every school administrator, test constructor, and teacher at every educational level.» (Edward M. White, Professor Emeritus, California State University, San Bernardino, and Visiting Scholar, University of Arizona)
«The title ‘Race and Writing Assessment’ says it all, providing a rich reassessment of assessment, recognizing that the foundation of scientific method – caeteris paribus – cannot stand, that all things cannot be equal in an unequal social structure. This is a must read for all of us in writing studies.» (Victor Villanueva, Professor and English Department Head, Auburn University)
«Writing assessment affects every student in America, which seeks to leave no child behind and to open access to college and the professions without regard to race. This important book presents the background, the present scholarship and practice, and the problems of the future for those seeking more fair writing assessments. It should be read by every school administrator, test constructor, and teacher at every educational level.» (Edward M. White, Professor Emeritus, California State University, San Bernardino, and Visiting Scholar, University of Arizona)
Table of ContentsContents: Chris M. Anson: Black Holes: Writing Across the Curriculum, Assessment, and the Gravitational Invisibility of Race – Diane Kelly-Riley: Getting Off the Boat and onto the Bank: Exploring the Validity of Shared Evaluation Methods for Students of Color in College Writing Assessment – Anne Herrington/Sarah Stanley:
CriterionSM: Promoting the Standard – Valerie Balester: How Writing Rubrics Fail: Toward a Multicltural Model – Asao B. Inoue: Grading Contracts: Assessing Their Esffectiveness on Different Racial Formations – Sandra L. Jordan:
Students’ Right, African American English, and Writing Assessment: Considering the HBCU – Judy Fowler/Robert Ochsner: Evaluating Essays Across Institutional Boundaries: Teacher Attitudes Toward Dialect, Race, and Writing – Nicholas Behm/Keith D. Miller: Challenging the Frameworks of Color-blind Racism: Why We Need a Fourth Wave of Writing Assessment Scholarship – Rachel Lewis Ketai: Race, Remediation, and Readiness: Reassessing the «Self» in Directed Self-Placement – Anthony Lioi/Nicole M. Merola: The Muse of Difference: Race and Writing Placement at Two Elite Art Schools – Kethleen Blake Yancey: College Admissions and the Insight Resume: Writing, Reflection, and Students’ Lived Curriculum as a Site of Equitable Assessment – Élisabeth Bautier/Christiane Donahue: Assessment in the French Context: Language Socialization, Socioeconomic Status, and the Implications of the Programme for International Student Assessment.
