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Assessing Writing, Assessing Learning

A Practical Guide to Evaluating and Reporting on Writing Instruction Programs

Dudley W. Reynolds

Publication Year: 2013

The goals of this resource are broader than many standard books on writing assessment, which focus on evaluating an individual’s ability to create an effective piece of writing for a particular purpose. Assessing Writing, Assessing Learning seeks to support teachers, administrators, program directors, and funding entities who want to make the best use of the resources at their disposal to understand what students are learning and why and then take actions based on what they have learned. It also seeks to provide a common basis for communication among all the interested parties—the writing professionals, the people who identified the need for the program, and the students. The book has sections on planning, tools (different ways of collecting data and links to instruments), and reporting (examples provided). Each section includes a discussion of issues and advice for working through the issue along with numerous examples, plus a list of resources to consult to learn more. The final chapter provides worksheets that may be reproduced and used to help those in charge of setting up and delivering a writing program to think through the issues presented. A glossary of terms is also included.

Published by: University of Michigan Press


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p. 1-1

Title Page, Copyright

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pp. 2-3


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pp. iii-iv

List of Tables and Figures

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pp. v-vi

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pp. vii-x

In schools and universities around the world, writing is taught as a stand-alone subject. It is also used to test everything from engineering to social work. The centrality of writing for both what and how we learn in academic settings demands that we develop effective practices for assessing it. ...

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Chapter 1: An Introduction to Understanding Assessment

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pp. 1-6

Effective writing is central to educational and professional success in our globalized society. We must pass the writing component of gatekeeping exams to graduate from high school, enter college, and be admitted to graduate schools. Whether we are studying biology or hotel and restaurant management, we must use a writing process to help us organize our thoughts, ...

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Chapter 2: Planning

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pp. 7-22

This chapter covers the development of an assessment plan for a writing program. Too often a questionnaire is administered or students are asked to provide a writing sample without a clear sense of what will be learned and whether that is what we really need to know; in the end we find ourselves asking, “So what?” ...

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Chapter 3: Tools

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pp. 23-72

Chapter 3 features the tools that can be used to generate data and to guide the inferences we make from that data. Data are a series of systematically taken snapshots, all focused on what’s going on in a program. The key to good data is having a system in place that ensures that the snapshots are representative ...

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Chapter 4: Reporting

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pp. 73-100

Reports of assessment activities take several different forms. They may be stand-alone documents focusing on a single assessment or on multiple assessments. They may also be included as part of a more general report that summarizes all the activities associated with a particular program. ...

Chapter 5: Worksheets

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pp. 101-126


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pp. 127-134

E-ISBN-13: 9780472120246
Print-ISBN-13: 9780472034208

Page Count: 144
Publication Year: 2013