Considering Students, Teachers, and Writing Assessment: Volume 2, Emerging Theoretical and Pedagogical Practices
Edited by Diane Kelly-Riley, Ti Macklin, and Carl Whithaus
Copy edited by Andrea Bennett. Designed by Mike Palmquist.
The editors and authors in this edited collection, available in two volumes, consider the increasing importance of students’ and teachers’ lived experiences within the development and use of writing assessments. Presenting key work published in The Journal of Writing Assessment since its founding in 2003, the collection explores five major themes: technical psychometric issues; politics and public policies shaping large scale writing assessments; automated scoring of writing; fairness; and the lived experiences of humans involved in assessment ecologies. The books also provide reflections from leading writing assessment scholars who examine how these themes continue to shape current and future directions in writing assessment.
View volume 1 of this collection.
Table of Contents
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Introduction to Volume 2, Emerging Theoretical and Pedagogical Practices, Diane Kelly-Riley, Ti Macklin, and Carl Whithaus
DOI: 10.37514/PER-B.2024.2326.1.3
Part 4. Theoretical Evolutions: Considering Fairness and Aspiring to Justice
Retrospective. A Reflective Analysis: Toward Fairness, Mya Poe
DOI: 10.37514/PER-B.2024.2326.2.24
Chapter 11. Moving Beyond Holistic Scoring through Validity Inquiry, Peggy O’Neill
DOI: 10.37514/PER-B.2024.2326.2.11
Chapter 12. Rhetorical Writing Assessment: The Practice and Theory of Complementarity, Bob Broad and Michael Boyd
DOI: 10.37514/PER-B.2024.2326.2.12
Chapter 13. Articulating Sophistic Rhetoric as a Validity Heuristic for Writing Assessment, Asao B. Inoue
DOI: 10.37514/PER-B.2024.2326.2.13
Chapter 14. Ethical Considerations and Writing Assessment, David Slomp
DOI: 10.37514/PER-B.2024.2326.2.14
Part 5. Students’ and Teachers’ Lived Experiences
Retrospective. Toward Fairness in Writing Assessment, Diane Kelly-Riley, Ti Macklin, and Carl Whithaus
DOI: 10.37514/PER-B.2024.2326.2.25
Chapter 15. Civil Rights and Writing Assessment: Using the Disparate Impact Approach as a Fairness Methodology to Evaluate Social Impact, Mya Poe and John Aloysius Cogan Jr.
DOI: 10.37514/PER-B.2024.2326.2.15
Chapter 16. Let Them In: Increasing Access, Completion, and Equity in English Placement Policies at a Two-Year College in California, Leslie Henson and Katie Hern
DOI: 10.37514/PER-B.2024.2326.2.16
Chapter 17. Neurodivergence and Intersectionality in Labor-Based Grading Contracts, Kathleen Kryger and Griffin X. Zimmerman
DOI: 10.37514/PER-B.2024.2326.2.17
Chapter 18. Engaging in Resistant Genres as Antiracist Teacher Response, Shane Wood
DOI: 10.37514/PER-B.2024.2326.2.18
Coda, Victor Villanueva
DOI: 10.37514/PER-B.2024.2326.3.1
Editors and Retrospective Contributors
About the Editors
Diane Kelly-Riley is Professor of English and Vice Provost for Faculty at the University of Idaho. She studies writing assessment theory and practice, validity theory, race and writing assessment, public humanities and multimodal composition. She was editor of the Journal of Writing Assessment from 2011-2022. She published Improving Outcomes: Disciplinary Writing, Local Assessment and the Aim of Fairness with Norbert Elliot (MLA, 2021).
Ti Macklin is the Director of First-Year Writing at Boise State University where she teaches courses in composition and rhetoric. Her research interests lie largely in First-Year Writing and writing assessment with a particular focus on assessment at the individual, classroom, and programmatic levels. Her most recent work examines the experiences of graduate and undergraduate students in first-year writing. She served on the editorial staff of the Journal of Writing Assessment for nine years.
Carl Whithaus is Professor of Writing and Rhetoric at the University of California, Davis. He studies the impact of information technology on literacy practices, writing assessment, and writing in the sciences and engineering. His books include Multimodal Literacies and Emerging Genres (University of Pittsburgh Press, 2013), Writing Across Distances and Disciplines: Research and Pedagogy in Distributed Learning (Routledge, 2008) and Teaching and Evaluating Writing in the Age of Computers and High-Stakes Testing (Erlbaum, 2005).
Publication Information: Kelly-Riley, Diane, Ti Macklin, & Carl Whithaus (Eds.). (2024). Considering Students, Teachers, and Writing Assessment: Volume 2, Emerging Theoretical and Pedagogical Practices. The WAC Clearinghouse; University Press of Colorado. https://doi.org/10.37514/PER-B.2024.2326
Web Publication Date: April 2, 2024
Print Publication Date: Pending
ISBN: 978-1-64215-232-6 (PDF) 978-1-64215-233-3 (ePub) 978-1-64642-671-3 (pbk.)
DOI: 10.37514/PER-B.2024.2326
Contact Information:
Diane Kelly-Riley: dkr@uidaho.edu
Ti Macklin: timacklin@boisestate.edu
Carl Whithaus: cwwhithaus@ucdavis.edu
Perspectives on Writing
Series Editors: Rich Rice, Texas Tech University, and J. Michael Rifenburg, University of North Georgia
This book is available in whole and in part in Adobe's Portable Document Format (PDF). It will also be available in a low-cost print edition from our publishing partner, the University Press of Colorado.
Copyright © 2024 Diane Kelly-Riley, Ti Macklin, and Carl Whithaus and the authors of individual parts of this book. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 International License. 248 pages, with notes, figures, and bibliographies. This book will also be available in print from University Press of Colorado as well as from any online or brick-and-mortar bookstore. Available in digital format for no charge on this page at the WAC Clearinghouse. You may view this book. You may print personal copies of this book. You may link to this page. You may not reproduce this book on another website.