Literature Review: This chapter relies on Rhetoric and Composition Studies scholarship, which inc... more Literature Review: This chapter relies on Rhetoric and Composition Studies scholarship, which includes DE FYW specific scholarship, and DE scholarship from the field of Education. This chapter also relies scholarship that explains methods and theories for determining the fairness, validity, and reliability of assessment genres— primarily disparate impact analysis as proposed by Poe and her colleagues (2014) for validation studies.
The present volume celebrates an important milestone in the history of Writing Studies: a unified... more The present volume celebrates an important milestone in the history of Writing Studies: a unified call to action. In the field of writing assessment, the time has come to end the disciplinary isolation of writing assessment. In ending the isolation of writing assessment as mere technique and bureaucratic action, we end the isolation that has denied student agency over their educative processes in written language development. In what has become a nightmare of unequal power relations, standing with our students is restorative. To secure this restoration and place students at the center of teaching and assessing writing, we turn to a new conception of writing assessment—a conceptualization that advances opportunity for every student. As we noted in the introduction, authors for Writing Assessment, Social Justice , and the Advancement of Opportunity were invited to deliberate on a single question regarding the relationship of writing assessment to opportunity: How can we ensure that writing assessment leads to the advancement of opportunity? In their answers, our colleagues addressed this question in terms of theoriza-tion, research methods, policy implications, and future directions for research. What becomes clear in their contributions is that a body of knowledge now exists connecting the achievement of social justice through opportunities created by writing assessment.
Literature Review: This chapter relies on Rhetoric and Composition Studies scholarship, which inc... more Literature Review: This chapter relies on Rhetoric and Composition Studies scholarship, which includes DE FYW specific scholarship, and DE scholarship from the field of Education. This chapter also relies scholarship that explains methods and theories for determining the fairness, validity, and reliability of assessment genres— primarily disparate impact analysis as proposed by Poe and her colleagues (2014) for validation studies.
The present volume celebrates an important milestone in the history of Writing Studies: a unified... more The present volume celebrates an important milestone in the history of Writing Studies: a unified call to action. In the field of writing assessment, the time has come to end the disciplinary isolation of writing assessment. In ending the isolation of writing assessment as mere technique and bureaucratic action, we end the isolation that has denied student agency over their educative processes in written language development. In what has become a nightmare of unequal power relations, standing with our students is restorative. To secure this restoration and place students at the center of teaching and assessing writing, we turn to a new conception of writing assessment—a conceptualization that advances opportunity for every student. As we noted in the introduction, authors for Writing Assessment, Social Justice , and the Advancement of Opportunity were invited to deliberate on a single question regarding the relationship of writing assessment to opportunity: How can we ensure that writing assessment leads to the advancement of opportunity? In their answers, our colleagues addressed this question in terms of theoriza-tion, research methods, policy implications, and future directions for research. What becomes clear in their contributions is that a body of knowledge now exists connecting the achievement of social justice through opportunities created by writing assessment.
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