Beyond Outcomes

Assessment and Instruction Within a University Writing Program

Richard Haswell (Autor)

Buch | Softcover

256 Seiten

2001
Praeger Publishers Inc (Verlag)
978-1-56750-619-8 (ISBN)

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Writing assessment programs help place entering and mid-career students in composition courses at the appropriate level, monitor the progress of those students, and assist in placing them in writing courses throughout their undergraduate careers. These same universities also have writing instruction programs, which might include writing centers, writing-across-the-curriculum initiatives, and freshman and advanced composition programs. At many institutions, though, writing assessment is not necessarily considered fundamental to writing instruction, and there is little communication between the assessment program and the composition program. This book demonstrates that writing assessment and instruction programs may be successfully integrated.

The contributors analyze the development of the writing assessment and instruction program at Washington State University, which is nationally recognized for its success. In doing so, they provide guidance to other institutions planning to develop similar integrated programs. The volume argues that writing assessment and instruction should inform and influence each other; that they should evolve together; and that they should be developed locally. By tracing the success of the WSU program, the authors directly challenge the use of national packaged assessment programs, such as standardized placement tests.

RICHARD H. HASWELL is Haas Professor of English at Texas A&M University, Corpus Christi. He was Director of Composition at Washington State University from 1972 to 1982, and from 1993 to 1996 he directed the Washington State University Office of Writing Assessment. His previous books include Gaining Ground in College Writing: Tales of Development and Interpretation (1991), The HBJ Reader (1987), and with Min-Zhan Lu, Comp Tales: An Introduction to College Composition through its Stories (2000).

Introduction: Why WSU by William Condon
Program History: Three Narratives
The Continuing Program: A Retrospective View by Richard Law
Authoring an Exam: Adventuring into Large-scale Writing Assessment by Richard H. Haswell and Susan Wyche
An Assessment Office within a Writing Center: The Butterfly Effect by Lisa Johnson-Shull and Susan Wyche
Towards Outcomes
The Two-Tier Rating System: The Need for On-Going Change by Richard H. Haswell
The Obvious Placement: The Addition of Theory by Richard H. Haswell
Exploring the Difficult Cases: In the Cracks of Writing Assessment by William Condon and Galen Leonhardy
The Circle of Assessment and Instruction
Writes of Passage: Conceptualizing the Relationship of Writing Center and Writing essessment Practices by Lisa Johnson-Shull and Diane Kelly-Riley
Taking the "Basic" out of "Basic Writing" by Susan Wyche
Value-Added Studies: Defending the Circle Richard H. Haswell
Beyond Outcomes
Students as Stakeholders: Maintaining a Responsive Assessment by Jennie Nelson and Diane Kelly-Riley
Faculty Opinion and Experence: The Writing Portfolio by Fiona Glade, Diane Kelly-Riley, Susan McLeod, and William Condon
Working with Administrators: A Dialogue on Dialogue by Richard H. Haswell and Susan McLeod
Program Future: Eight Questions
Whither? Some Questions, Some Answers
References
Appendices
Authors Notes

Erscheint lt. Verlag	30.5.2001
Sprache	englisch
Maße	156 x 235 mm
Gewicht	397 g
Themenwelt	Schulbuch / Wörterbuch ► Wörterbuch / Fremdsprachen
	Geisteswissenschaften ► Sprach- / Literaturwissenschaft ► Sprachwissenschaft
	Sozialwissenschaften ► Pädagogik
ISBN-10	1-56750-619-4 / 1567506194
ISBN-13	978-1-56750-619-8 / 9781567506198
Zustand	Neuware