The DOI matches its Crossref record; 76 of the 76 references it cites were found in a registry or an index.
Rearticulating Writing Assessment for Teaching and Learning
Open accessAbstract
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.
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Cited by
Li, J., & De Luca, R. (2014) · Studies in Higher Education · doi:10.1080/03075079.2012.709494 · Cited by 154
Automated essay scoring: Psychometric guidelines and practices
Ramineni, C., & Williamson, D. M. (2013) · Assessing Writing · doi:10.1016/j.asw.2012.10.004 · Cited by 127
(2007) · Cited by 78
Martinez, A. Y. (2016) · Performing Antiracist Pedagogy in Rhetoric, Writing, and Communication · doi:10.37514/atd-b.2016.0933.2.03 · Cited by 38
Metadata
- Authors
- HUOT, B.
- Venue
- Utah State University Press eBooks
- Publisher
- Utah State University Press
- Published
- 2003-04-01
- OpenAlex
- W2152205358
- Cited by
- 355
- References
- 76
- FWCI
- 11.50
- Type
- book
- Language
- en
- Open access
- hybrid
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