Rearticulating Writing Assessment for Teaching and Learning

Nonfiction, Reference & Language, Language Arts, Writing & Publishing, Composition & Creative Writing
Cover of the book Rearticulating Writing Assessment for Teaching and Learning by Brian Huot, Utah State University Press
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: Brian Huot ISBN: 9780874214703
Publisher: Utah State University Press Publication: April 1, 2003
Imprint: Utah State University Press Language: English
Author: Brian Huot
ISBN: 9780874214703
Publisher: Utah State University Press
Publication: April 1, 2003
Imprint: Utah State University Press
Language: English

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.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

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.

More books from Utah State University Press

Cover of the book Guide to College Writing Assessment by Brian Huot
Cover of the book Assessing the Teaching of Writing by Brian Huot
Cover of the book Assignments across the Curriculum by Brian Huot
Cover of the book Haywire by Brian Huot
Cover of the book New Approaches to Teaching Folk and Fairy Tales by Brian Huot
Cover of the book Wicked, Incomplete, and Uncertain by Brian Huot
Cover of the book Chasing Literacy by Brian Huot
Cover of the book Healing Logics by Brian Huot
Cover of the book Identity Papers by Brian Huot
Cover of the book Dynamics Of Folklore by Brian Huot
Cover of the book Tradition in the Twenty-First Century by Brian Huot
Cover of the book Peripheral Visions for Writing Centers by Brian Huot
Cover of the book Toward a Conceptual Framework for the Study of Folklore and the Internet by Brian Huot
Cover of the book Unsettling Assumptions by Brian Huot
Cover of the book Composing Media Composing Embodiment by Brian Huot
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy