عنوان

Coming to terms :

شابک

0874214823

شابک

6613267058

شابک

9780874214826

شابک

9786613267054

شابک اشتباه

0874215854

شابک اشتباه

0874215943

شابک اشتباه

1283267055

شابک اشتباه

9780874215854

شابک اشتباه

9780874215946

شابک اشتباه

9781283267052

شماره

b772539

عنوان اصلي

Coming to terms :

نام عام مواد

[Book]

ساير اطلاعات عنواني

theorizing writing assessment in composition studies /

نام نخستين پديدآور

Patricia Lynne.

محل نشرو پخش و غیره

Logan, Utah :

نام ناشر، پخش کننده و غيره

Utah State University Press,

تاریخ نشرو بخش و غیره

©2004.

تاریخ نشرو بخش و غیره

©2004

نام خاص و کميت اثر

1 online resource (193 pages)

متن يادداشت

Includes bibliographical references (pages 181-189) and index.

متن يادداشت

Large-scale writing assessment practices and the influence of objectivity -- Contemporary literacy scholarship and the value of context -- Wrestling with positivism -- Theory under construction -- The politics of theorizing -- Theorizing writing assessment -- Theory in practice.

بدون عنوان

0

متن يادداشت

In a provocative book-length essay, Patricia Lynne argues that most programmatic assessment of student writing in U.S. public and higher education is conceived in the terms of mid-20th century positivism. Since composition as a field had found its most compatible home in constructivism, she asks, why do compositionists import a conceptual frame for assessment that is incompatible with composition theory? By casting this as a clash of paradigms, Lynne is able to highlight the ways in which each theory can and cannot influence the shape of assessment within composition. She laments, as do many in composition, that the objectively oriented paradigm of educational assessment theory subjugates and discounts the very social constructionist principles that empower composition pedagogy. Further, Lynne criticizes recent practice for accommodating the big business of educational testing-especially for capitulating to the discourse of positivism embedded in terms like "validity" and "reliability." These terms and concepts, she argues, have little theoretical significance within composition studies, and their technical and philosophical import are downplayed by composition assessment scholars. There is a need, Lynne says, for terms of assessment that are native to composition. To open this needed discussion within the field, she analyzes cutting-edge assessment efforts, including the work of Broad and Haswell, and she advances a set of alternate terms for evaluating assessment practices, a set of terms grounded in constructivism and composition. Coming to Termsis ambitious and principled, and it takes a controversial stand on important issues. This strong new volume in assessment theory will be of serious interest to assessment specialists and their students, to composition theorists, and to those now mounting assessments in their own programs.

متن يادداشت

Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002.

منبع سفارش / آدرس اشتراک

JSTOR

شماره انبار

22573/ctt45npq5

عنوان

Coming to terms.

شماره استاندارد بين المللي کتاب و موسيقي

0874215943

موضوع مستند نشده

Constructivism (Education)

موضوع مستند نشده

English language-- Composition and exercises-- Evaluation.

موضوع مستند نشده

English language-- Composition and exercises-- Study and teaching (Secondary)

موضوع مستند نشده

English language-- Rhetoric-- Evaluation.

موضوع مستند نشده

Beoordeling.

موضوع مستند نشده

Constructivism (Education)

موضوع مستند نشده

EDUCATION-- Testing & Measurement.

موضوع مستند نشده

Engels.

موضوع مستند نشده

English language-- Composition and exercises-- Evaluation.

موضوع مستند نشده

English language-- Composition and exercises-- Study and teaching (Secondary)

موضوع مستند نشده

English language-- Rhetoric-- Evaluation.

موضوع مستند نشده

LANGUAGE ARTS & DISCIPLINES-- Composition & Creative Writing.

موضوع مستند نشده

LANGUAGE ARTS & DISCIPLINES-- Rhetoric.

موضوع مستند نشده

Opstellen.

موضوع مستند نشده

REFERENCE-- Writing Skills.

موضوع مستند نشده

EDU000000

موضوع مستند نشده

EDU030000

موضوع مستند نشده

JNT

موضوع مستند نشده

LAN-- 005000

موضوع مستند نشده

LAN-- 015000

موضوع مستند نشده

LAN005000

موضوع مستند نشده

REF-- 026000

شماره

ويراست

شماره رده

نشانه اثر

شماره رده

کد سيستم

مستند نام اشخاص تاييد نشده

Lynne, Patricia,1964-

تاريخ عمليات

20201206181621.0

قواعد فهرست نويسي ( بخش توصيفي )

pn

نام الکترونيکي

نوع ماده

[Book]

تكميل شده

Y