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Assessing Writing, Assessing Learning Cover

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Assessing Writing, Assessing Learning

A Practical Guide to Evaluating and Reporting on Writing Instruction Programs

Dudley W. Reynolds

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.

Assessment for Learning Cover

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Assessment for Learning

Rita Berry

This book reflects current thinking of assessment with a stated focus on assessment for learning (AfL). It informs teachers about the latest developments and provides teachers with important tools for integrating assessment in the classroom.

Assessment in the Second Language Writing Classroom Cover

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Assessment in the Second Language Writing Classroom

Deborah Crusan

Assessment in the Second Language Writing Classroom is a teacher and prospective teacher-friendly book, uncomplicated by the language of statistics. The book is for those who teach and assess second language writing in several different contexts: the IEP, the developmental writing classroom, and the sheltered composition classroom. In addition, teachers who experience a mixed population or teach cross-cultural composition will find the book a valuable resource. Other books have thoroughly covered the theoretical aspects of writing assessment, but none have focused as heavily as this book does on pragmatic classroom aspects of writing assessment. Further, no book to date has included an in-depth examination of the machine scoring of writing and its effects on second language writers. Crusan not only makes a compelling case for becoming knowledgeable about L2 writing assessment but offers the means to do so. Her highly accessible, thought-provoking presentation of the conceptual and practical dimensions of writing assessment, both for the classroom and on a larger scale, promises to engage readers who have previously found the technical detail of other works on assessment off-putting, as well as those who have had no previous exposure to the study of assessment at all.

Assignments across the Curriculum Cover

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Assignments across the Curriculum

A National Study of College Writing

By

In Assignments across the Curriculum, Dan Melzer analyzes the rhetorical features and genres of writing assignments through the writing-to-learn and writing-in-the-disciplines perspectives. Presenting the results of his study of 2,101 writing assignments from undergraduate courses in the natural sciences, social sciences, business, and humanities in 100 postsecondary institutions in the United States, Assignments across the Curriculum is unique in its cross-institutional breadth and its focus on writing assignments.

The results provide a panoramic view of college writing in the United States. Melzer's framework begins with the rhetorical situations of the assignments—the purposes and audiences—and broadens to include the assignments' genres and discourse community contexts. Among his conclusions is that courses connected to a writing-across-the-curriculum (WAC) initiative ask students to write more often, in a greater variety of genres, and for a greater variety of purposes and audiences than non-WAC courses do, making a compelling case for the influence of the WAC movement.

Melzer's work also reveals patterns in the rhetorical situations, genres, and discourse communities of college writing in the United States. These larger patterns are of interest to WAC practitioners working with faculty across disciplines, to writing center coordinators and tutors working with students who bring assignments from a variety of fields, to composition program administrators, to first-year writing instructors interested in preparing students for college writing, and to high school teachers attempting to bridge the gap between high school and college writing.

At A Loss For Words Cover

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At A Loss For Words

How America Is Failing Our Children

Betty Bardige

Drawing on the latest research on development among toddlers and preschoolers, At a Loss for Words lays out the importance of getting parents, policy makers, and child care providers to recognize the role of early literacy skills in reducing the achievement gap that begins before three years of age. Readers are guided through home and classroom settings that promote language, contrasting them with the "merely mediocre" child care settings in which more and more young children spend increasing amounts of time. Too many of our young children are not receiving the level of input and practice that will enable them to acquire language skills—the key to success in school and life. Bardige explains how to build better community support systems for children, and better public education, in order to ensure that toddlers learn the power of language from their families and teachers.

The Athletic Trap Cover

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The Athletic Trap

How College Sports Corrupted the Academy

Howard L. Nixon II

The unrivaled amount of cash poured into the college athletic system has made sports programs breeding grounds for corruption while diverting crucial resources from the academic mission of universities. Like money in Washington politics, the influence bought by a complex set of self-interested actors seriously undermines movement toward reform while trapping universities in a cycle of escalating competition. Longtime sport sociologist Howard L. Nixon II approaches the issue from the perspective of college presidents—how they are seduced by prestige or pressured by economics into building programs that move schools toward a commercial model of athletics. Nixon situates his analysis in the context of what he calls “the intercollegiate golden triangle,” a powerful social network of athletic, media, and private corporate commercial interests. This network lures presidents and other university leaders into an athletic arms race with promises of institutional enhancements, increased enrollments, better student morale, improved alumni loyalty, more financial contributions, and higher prestige. These promises can cloud the judgment of college presidents and governing boards, entangling them in an athletic trap that restricts their influence. Unable to control spending, inequalities, and deviance within commercialized athletic programs, universities are ensnared in financial, political, and social obligations that are difficult to sustain—or escape. Nixon clarifies the structure of this trap, describes how higher education institutions fall into it, and explores what it means for institutions and presidents caught in it. This timely analysis also has relevance to the debates about the role of the NCAA and ongoing reform efforts in college sports. The Athletic Trap will be of interest to university presidents, board members, and administrators, sport sociologists concerned with the balance of power between academics and athletics, and anyone else with a serious interest in college sports and its future.

The Attainment Agenda Cover

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The Attainment Agenda

State Policy Leadership in Higher Education

Laura W. Perna and Joni E. Finney foreword by Patrick M. Callan

Although the federal government invests substantial resources into student financial aid, states have the primary responsibility for policies that raise overall higher educational attainment and improve equity across groups. The importance of understanding how states may accomplish these goals has never been greater, as educational attainment is increasingly required for economic and social well-being of individuals and society. Drawing on data collected from case studies of the relationship between public policy and higher education performance in five states—Georgia, Illinois, Maryland, Texas, and Washington—The Attainment Agenda offers a framework for understanding how state public policy can effectively promote educational attainment. Laura W. Perna and Joni E. Finney argue that there is no silver bullet to improve higher education attainment. Instead, achieving the required levels of attainment demands a comprehensive approach. State leaders must consider how performance in one area (such as degree completion) is connected to performance in other areas (such as preparation or affordability), how particular policies interact to produce expected and unexpected outcomes, and how policy approaches must be adapted to reflect their particular context. The authors call for greater attention to the state role in providing policy leadership and steering of higher education in order to advance a cohesive public agenda for higher education and adopting public policies that not only increase the demand for and supply of higher education but also level the playing field for higher educational opportunity. The insights offered in The Attainment Agenda have important implications for public policymakers, college and university leaders, and educational researchers interested in ensuring sustained higher education attainment.

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AUDEM: The International Journal of Higher Education and Democracy

Vol. 1 (2010) to current issue

AUDEM: The International Journal of Higher Education and Democracy grows out of the work of the Alliance of Universities for Democracy (AUDEM). AUDEM focuses on the integration of universities at competitive levels into the world academic communities. With this journal, AUDEM adds another tool in its effort to expand opportunities for international collaboration in higher education and to promote the role of higher education in social and civic development.

Authoring Cover

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Authoring

An Essay for the English Profession on Potentiality and Singularity

Janis Haswell and Richard Haswell

The postmodern conviction that meaning is indeterminate and self is an illusion, though fascinating and defensible in theory, leaves a number of scholarly and pedagogical questions unsatisfied. Authoring—the  phenomenological act or felt sense of creating a text—is “a remarkably black box,” say Haswell and Haswell, yet it should be one of the central preoccupations of scholars in English studies. Not only can the study of authoring accommodate the “social turn” since postmodernism, they argue, but it accommodates as well conceptions of, and the lived experience of, personal potentiality and singularity.

      Without abandoning the value of postmodern perspectives, Haswell and Haswell use their own perspective of authorial potentiality and singularity to reconsider staple English-studies concerns such as gender, evaluation, voice, character, literacy, feminism, self, interpretation, assessment, signature, and taste. The essay is unique as well in the way that its authors embrace often competing realms of English studies, drawing examples and arguments equally from literary and compositionist research.

                In the process, the Haswells have created a Big Idea book, and a critique of the field. Their point is clear: the singular person/mysterious black box/author merits deeper consideration than we have given it, and the book’s crafted and woven explorations provide the intellectual tools to move beyond both political divisions and theoretical impasses.

The Autobiography of Citizenship Cover

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The Autobiography of Citizenship

Assimilation and Resistance in U.S. Education

Tova Cooper

At the turn of the twentieth century, the United States was faced with a new and radically mixed population, one that included freed African Americans, former reservation Indians, and a burgeoning immigrant population.  In The Autobiography of Citizenship, Tova Cooper looks at how educators tried to impose unity on this divergent population, and how the new citizens in turn often resisted these efforts, reshaping mainstream U.S. culture and embracing their own view of what it means to be an American. 


The Autobiography of Citizenship traces how citizenship education programs began popping up all over the country, influenced by the progressive approach to hands-on learning popularized by John Dewey and his followers. Cooper offers an insightful account of these programs, enlivened with compelling readings of archival materials such as photos of students in the process of learning; autobiographical writing by both teachers and new citizens; and memoirs, photos, poems, and novels by authors such as W.E.B. Du Bois, Jane Addams, Charles Reznikoff, and Emma Goldman. Indeed, Cooper provides the first comparative, inside look at these citizenship programs, revealing that they varied wildly: at one end, assimilationist boarding schools required American Indian children to transform their dress, language, and beliefs, while at the other end the libertarian Modern School encouraged immigrant children to frolic naked in the countryside and learn about the world by walking, hiking, and following their whims. 

Here then is an engaging portrait of what it was like to be, and become, a U.S. citizen one hundred years ago, showing that what it means to be “American” is never static.

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