Coming To Terms
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, wh...
সংরক্ষণ করুন:
| প্রধান লেখক: | |
|---|---|
| বিন্যাস: | Online |
| ভাষা: | ইংরেজি |
| প্রকাশিত: |
University Press of Colorado
2023
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| বিষয়গুলি: | |
| অনলাইন ব্যবহার করুন: | ONIX_20231005_9780874214826_1491 |
| ট্যাগগুলো: |
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| _version_ | 1869529174895493120 |
|---|---|
| author | Lynne, Patricia |
| author_browse | Lynne, Patricia |
| author_facet | Lynne, Patricia |
| author_sort | Lynne, Patricia |
| collection | Directory of Open Access Books |
| description | 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 Terms is 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. |
| format | Online |
| id | doab-20.500.12854ir-115718 |
| institution | Directory of Open Access Books |
| language | eng |
| publishDate | 2023 |
| publishDateRange | 2023 |
| publishDateSort | 2023 |
| publisher | University Press of Colorado |
| publisherStr | University Press of Colorado |
| record_format | ojs |
| spelling | doab-20.500.12854ir-1157182024-03-29T09:23:09Z Coming To Terms Lynne, Patricia Education Language & Literature bic Book Industry Communication::J Society & social sciences::JN Education bic Book Industry Communication::J Society & social sciences::JN Education::JNK Organization & management of education::JNKD Examinations & assessment bic Book Industry Communication::C Language::CB Language: reference & general::CBV Creative writing & creative writing guides thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures::JNDH Education: examinations and assessment thema EDItEUR::C Language and Linguistics::CB Language: reference and general::CBV Creative writing and creative writing guides 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 Terms is 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. 2023-10-05T10:45:47Z 2023-10-05T10:45:47Z 2004 book ONIX_20231005_9780874214826_1491 9780874214826 9780874215854 https://directory.doabooks.org/handle/20.500.12854/115718 eng image/jpeg Attribution-NonCommercial-NoDerivatives 4.0 International https://www.jstor.org/stable/10.2307/j.ctt46nqsz University Press of Colorado Utah State University Press 10.2307/j.ctt46nqsz 10.2307/j.ctt46nqsz bdb618a1-113c-44b5-a845-a542cf87281e 9780874214826 9780874215854 Utah State University Press open access |
| spellingShingle | Education Language & Literature bic Book Industry Communication::J Society & social sciences::JN Education bic Book Industry Communication::J Society & social sciences::JN Education::JNK Organization & management of education::JNKD Examinations & assessment bic Book Industry Communication::C Language::CB Language: reference & general::CBV Creative writing & creative writing guides thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures::JNDH Education: examinations and assessment thema EDItEUR::C Language and Linguistics::CB Language: reference and general::CBV Creative writing and creative writing guides Lynne, Patricia Coming To Terms |
| title | Coming To Terms |
| title_full | Coming To Terms |
| title_fullStr | Coming To Terms |
| title_full_unstemmed | Coming To Terms |
| title_short | Coming To Terms |
| title_sort | coming to terms |
| topic | Education Language & Literature bic Book Industry Communication::J Society & social sciences::JN Education bic Book Industry Communication::J Society & social sciences::JN Education::JNK Organization & management of education::JNKD Examinations & assessment bic Book Industry Communication::C Language::CB Language: reference & general::CBV Creative writing & creative writing guides thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures::JNDH Education: examinations and assessment thema EDItEUR::C Language and Linguistics::CB Language: reference and general::CBV Creative writing and creative writing guides |
| topic_facet | Education Language & Literature bic Book Industry Communication::J Society & social sciences::JN Education bic Book Industry Communication::J Society & social sciences::JN Education::JNK Organization & management of education::JNKD Examinations & assessment bic Book Industry Communication::C Language::CB Language: reference & general::CBV Creative writing & creative writing guides thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures::JNDH Education: examinations and assessment thema EDItEUR::C Language and Linguistics::CB Language: reference and general::CBV Creative writing and creative writing guides |
| url | ONIX_20231005_9780874214826_1491 |
| work_keys_str_mv | AT lynnepatricia comingtoterms |