UID:
almahu_9949576927102882
Umfang:
1 online resource (201 p.)
ISBN:
9786613267054
,
9781283267052
,
1283267055
,
9780874214826
,
0874214823
Inhalt:
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 lament
Anmerkung:
Description based upon print version of record.
,
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.
,
English
Weitere Ausg.:
ISBN 9780874215854
Weitere Ausg.:
ISBN 0874215854
Sprache:
Englisch
Schlagwort(e):
Electronic book
URL:
Volltext
(kostenfrei)
