In this Book

summary

Brian Huot's aim for this book is both ambitious and provocative. He wants to reorient composition studies' view of writing assessment. To accomplish this, he not only has to inspire the field to perceive assessment--generally not the most appreciated area of study--as deeply significant to theory and pedagogy, he also has to counter some common misconceptions about the history of assessment in writing. In (Re)Articulating Writing Assessment, Huot advocates a new understanding, a more optimistic and productive one than we have seen in composition for a very long time. Assessment, as Huot points out, defines what is valued by a teacher or a society. What isn't valued isn't assessed; it tends to disappear from the curriculum. The dark side of this truth is what many teachers find troubling about large scale assessments, as standardized tests don't grant attention or merit to all they should. Instead, assessment has been used as an interested social mechanism for reinscribing current power relations and class systems.

Table of Contents

  1. Cover
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  1. Frontmatter
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  1. CONTENTS
  2. pp. -
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  1. ACKNOWLEDGMENTS
  2. pp. ix- x
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  1. 1 (RE)ARTICULATING WRITING ASSESSMENT
  2. pp. 1-20
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  1. 2 WRITING ASSESSMENT AS A FIELD OF STUDY
  2. pp. 21-58
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  1. 3 ASSESSING, GRADING, TESTING, AND TEACHING WRITING
  2. pp. 59-80
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  1. 4 TOWARD A NEW THEORY OF WRITING ASSESSMENT
  2. pp. 81-108
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  1. 5 READING LIKE A TEACHER
  2. pp. 109-136
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  1. 6 WRITING ASSESSMENT AS TECHNOLOGY AND RESEARCH
  2. pp. 137-164
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  1. 7 WRITING ASSESSMENT PRACTICE
  2. pp. 165-191
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  1. NOTES
  2. pp. 192-194
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  1. REFERENCES
  2. pp. 195-212
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  1. INDEX
  2. pp. 213-216
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  1. ABOUT THE AUTHOR
  2. pp. 217-
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Additional Information

ISBN
9780874214703
Related ISBN
9780874214499
MARC Record
OCLC
51952769
Launched on MUSE
2012-01-01
Language
English
Open Access
Yes
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