When we understand testing—particularly writing assessment—as a technology, the authors are able to reflect writing assessment upon Western assumptions about technologies: Writing Assessment as Progress: Huot and Neal argue, here, that the development of technologies can be understood as a dialectical structure. However, as the authors note, the anti-dominant discourse is often widely ignored by the dominant discourse claiming that the new technologies are necessarily better than what came before.
Library of Congress Control Number: He has published widely on both reading and writing and has written literature reviews for the National Literacy Strategy in England and for the Brazilian and European Parliaments. Until recently, she was Head of Initial Teacher Education, leading the School's teacher education courses to national recognition for their excellence.
Her research interests focus principally on aspects of language and literacy teaching, including underachievement, writing, and talk in the classroom, and she has published widely in this area.
She is passionately committed to enhancing the teaching and learning in early years settings and primary schools through her teaching, research and writing. Before her appointment to the Institute of Education, Jeni was an early years teacher and educational adviser in Oxfordshire.
Since her appointment to the Institute, she has focused her research energies on the teaching and learning of language and literacy in the early years of education.
Her most recent funded research project, StoryTalk, investigated ways of effectively enhancing the spoken language skills of reception class children in inner city, multicultural schools.
Jeni led both a large primary initial teacher education course for 10 years and the Department of Primary Education, before becoming the Head of the School of Early Childhood and Primary Education at the Institute of Education.
She is on the editorial board of the Journal of Early Childhood Literacy, and her recent books are: He is author or editor of 19 books including The World on Paper: The conceptual and cognitive implications of writing and reading Cambridge University Press,Psychological theory and Educational Reform: The cognitive revolution in educational theory Continuum, He does research on eye movements during writing in children, students and professional writers.
|Portfolio Assessment and Rubrics: A Conversation by Workman Erin on Prezi||In Coming to terms, Patricia Lynne argues that reliability and validity are not meaningful terms for writing assessment.|
|Making Writing Matter: Composition in the Engaged University (Ann Feldman)||Who is better able, he wondered, to create and convey knowledge for the public good than a university, with its central location of various resources: He sought the gradual demise of what might be called the disengaged university, in which individual faculty retain allegiance to, and produce esoteric knowledge within, sharply distinguished discipline-silos with indifferent relationships to the public good.|
|The SAGE handbook of writing development in SearchWorks catalog||Since all courses are organized around a central theme selected by the instructor, students might end up writing a research paper about topics as different from one another as graphic novels, vampires, or Alfred North Whitehead.|
|Composition||Composition Forum 23, Spring http: A Guide to College Writing Assessment.|
|Assumptions||The WSU model, much like that described by Elbow and Belanoff, relies heavily on the input of teaching faculty to make placement decisions: But this collaboration is a means for faculty to articulate, negotiate, and maintain communal standards of writing values.|
He publishes various syntheses and experimental papers on writing processes, and wrote Through the Models of Writing in collaboration with Lucile Chanquoy. He has published more than a hundred papers in referenced journals and many chapters and books, more specifically Processing Interclausal Relationships Erlbaum with Jean Costermans, and Learning to Spell Erlbaum with C.
He researches into cognitive processes in writing particularly the effects of writing on cognition and into the uses of writing in educational and therapeutic contexts.
He has carried out many empirical studies of factors involved in adult writing and has been active in the [Page xi]development of models of adult writing processes. He is currently interested in trying to model the sequence of events by which beginning and developing writers become adult writers.
She teaches graduate and postgraduate courses in developmental psychology and statistics; she has written two students books on these topics in French, Hachette Editor. She conducts research in writing, more precisely, in a developmental perspective, she is interested in the revising process, and the possibility of helping children to develop revising strategies, and in spelling to explain grammatical errors that occur both in adults and in children.
She is currently the head of her research Laboratory Laboratory of Cognitive and Social Psychologyand she is a member of a French group of writing researchers called Groupe de Recherche sur la Production Verbale Ecrite which is affiliated to the French National Research Centre.
In this group, she acts as co-responsible for a specific axis of research about the constraints on writing processes.Writing Assessment In his introduction to the journal, Assessing Writing, Brian Huot outlines the development of scholarship on the assessment of writing.
Writing development is currently the focus of substantial international debate because it is the aspect of literacy education that has been least responsive to central government and state reforms.
Teaching approaches in writing have been slower to change than those in teaching reading and pupil attainment in writing has increased at a much. Rearticulating Writing Assessment for Teaching and Learning by Brian Huot (): Brian Huot: Books - benjaminpohle.comor: Brian Huot.
Conference on College Composition and Communication, February [In the spring of , then-Chair of CCCC Shirley Wilson Logan appointed a CCCC Committee whose purpose was to create a position statement governing the teaching, learning, and assessing of writing in digital environments.
The oral/literate continuum in discourse () by D Tannen Add To MetaCart. Tools. Sorted by Next 10 → The literature of direct writing assessment: Major concerns and prevailing trends by Brian Huot This article attempts to describe the condition of direct writing assessment literature.
Instead of focusing on a particular assessment.
O’Neill, Peggy, Cindy Moore, and Brian Huot. A Guide to College Writing Assessment. Logan: Utah State UP, pp. What finally distinguishes this volume are the tools it provides for conducting solid and transformative research.
While the Guide to College Writing Assessment may strike the casual reader as being light on theory.